School leadership and equity: Canadian elements

“They Wanted to Study Us; They Didn’t Want to Help Us”: Socially Just and Participatory Research Methodologies for Demographically Changing Schools

“…Many schools and communities are reflecting these demographic changes as their school populations, once predominately populated with English, French, Wolastoqey and Mi'kmaq First Nations students, are steadily becoming more international, multilingual, multi-religious, multicultural and ethnically diverse. Building on the work of Canadian researchers (Bernhard, 2010;Hamm, 2009;Goddard & Hart, 2007;Pollock, 2012;Ryan, 1999), in regions where rapid demographic changes have affected community composition, school compliment, and the pedagogy and professional development of educators, this project officially began in April, 2015. In this paper, we report on data collected and analyzed in the first school of five in our collective case study.…”

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

“…It is interesting that some of the principals who subscribe to conservative multiculturalism do not perceive diversity as an issue or claim that it does not exist in their schools, something that has also been established through the research findings of Goddard and Hart (2007) in Canada regarding the resistance of principals to recognize diversity. On the other hand, a group of these principals focus on similarities between students and perceive diversity 'as a problem … as something to be assimilated, covered or hidden' (Garcia and Lopez 2005: 437); according to these principals, the emphasis on diversity can cause racial problems.…”

“…For example, studies by Leeman (2007) and Mahieu and Clycq (2007) concluded that principals in the Netherlands and Belgium, respectively, focused on the recognition of difference and the provision of equal opportunities for success and the future preparation of children as citizens and employees in a multicultural society. On the other hand, Goddard and Hart (2007) found that the principals in their study resisted any attempts to recognize diversity and difference because they supported that all students should be treated the same according to the school board policies. This approach, as Goddard and Hart pointed out, was assimilationist and avoided dealing with the inherent cultural differences and diverse needs of the students.…”

Educational diversity and learning leadership: a proposition, some principles and a model of inclusive leadership?

“…An increasingly wide range of social and personal diversity, if not already acknowledged by most teachers in the classroom, will soon become a paramount concern for the school as we know it (Grossman 2004;Goddard and Hart 2007;Lee 2008). This is largely as a result of the drive toward personalizing education taking place in a global flattening of the world as well as the widespread impact of rapid and continuing change in society and education (Fink 2005;Friedman 2006).…”