Leadership styles and multicultural education approaches: an exploration of their relationship

The Europeanisation of intercultural education? Responses from EU policy-makers

“…In addition, intercultural education suggests that social-justice and equity values should guide the transformation of both pedagogy and the curriculum in order to empower marginalised students (Zembylas and Iasonos 2010). To this end, intercultural education reveals the "hidden" educational processes that perpetuate discrimination.…”

Clil Teachers’ Perceptions of Intercultural Competence in Primary Education

“…In addition, IE suggests that social-justice and equity values should guide the transformation of both pedagogy and the curriculum in order to empower marginalized students and provide them with the corresponding skills that presuppose these transformation processes (Hadjisoteriou, Faas & Angelides, 2015;Leclercq, 2002;Zembylas & Iasonos, 2010). In this sense, UNESCO, seeking to guarantee universal primary education for all, launched the Guidelines on Intercultural Education and identified three key principles for IE that should be considered as a practical guide in this field (UNESCO, 2012, p. 32): i. IE respects the cultural identity of the learner through the provision of culturally appropriate and responsive quality education for all.…”

Comparative leadership: pathways, scope and values in DRC-English 'urban' schools

“…Fiona (Appendix 2, line 675) While this might mean 'not having preferences', it runs the risk of not addressing certain disadvantages and, as argued in other studies, 'equal treatment does not guarantee equitable outcomes ' (Aveling, 2007, p.79;Ryan, 2003;Zembylas & Lasonos, 2010). despite talk of choice in the education sector in England, many parents were in fact making a virtue out of necessity (Reay & Lucey, 2003).…”

“…Gur and Day (2014, p.2) characterise the whole book within which the stories of Ora and Chamuada are based as 'a celebration of the work of principals throughout the world', which, for a literature that supports the work of The International Successful School Principalship Project (ISSPP), only goes as far as celebrating the unique values of specific cases but not far enough to reflect on their comparative wider significance (Schweisfurth, 2001) in increasingly multicultural urban contexts full of inequalities. Drawing from Kincheloe and Steinberg (1997), Zembylas and Lasonos (2010) would call this 'pluralisitc multiculturalism', where diversity is celebrated but social trends of inequality are hardly interrogated. Leithwood et al (1994) align with this study's contextual assessment to construct a similar outlook on social trends within which schools of the future are set.…”

“…As in some of the literature already reviewed, while this model is effective here, there is the need to compare it with what other heads are doing over there instead of simply transferring the practice here over there. That would amount to instrumental knowledge (Ribbins & Gunter, 2002), which, in a diverse setting, becomes conservative multiculturalism (Zembylas & Lasonos, 2010).…”