2017
DOI: 10.1080/14616696.2017.1334952
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The social dynamics of religion in the public domain

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Cited by 4 publications
(3 citation statements)
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“…In Indonesia, Islam is a core aspect of individual and national identity, but there is great variation within Islam – this means that the ways a principal engages with the socio-religious aspects of their practice can shape the way education is practiced in their school (Jackson and Parker, 2008; Raihani, 2017; Srimulyani, 2012; Tan, 2011). While it is beyond the scope of this study to determine whether or not this might be a direct effect, this study suggested that principals do have an indirect effect on socio-religious dynamics in their schools, much like the relationship between school culture and leadership (Hallinger, 2003; Louis and Wahlstrom, 2011; Lumby and Foskett, 2011; McCray et al ., 2012; Winkel and Ganiel, 2017). Based partly on their own conviction and partly on school and community norms, principals made decisions based on their interpretation of Islam that was manifest in the policies, practices and procedures in their school (Brooks and Brooks, 2018).…”
Section: Discussion: Principal Leadership As Socio-religious Curationmentioning
confidence: 99%
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“…In Indonesia, Islam is a core aspect of individual and national identity, but there is great variation within Islam – this means that the ways a principal engages with the socio-religious aspects of their practice can shape the way education is practiced in their school (Jackson and Parker, 2008; Raihani, 2017; Srimulyani, 2012; Tan, 2011). While it is beyond the scope of this study to determine whether or not this might be a direct effect, this study suggested that principals do have an indirect effect on socio-religious dynamics in their schools, much like the relationship between school culture and leadership (Hallinger, 2003; Louis and Wahlstrom, 2011; Lumby and Foskett, 2011; McCray et al ., 2012; Winkel and Ganiel, 2017). Based partly on their own conviction and partly on school and community norms, principals made decisions based on their interpretation of Islam that was manifest in the policies, practices and procedures in their school (Brooks and Brooks, 2018).…”
Section: Discussion: Principal Leadership As Socio-religious Curationmentioning
confidence: 99%
“…In particular, we were interested both in how their beliefs and behaviors influenced their leadership practice. We were also building on research that suggests that principals operate simultaneously in school, community and society as they co-construct beliefs and behaviors with the people and institutions with which they interact (Winkel and Ganiel, 2017). Dantley (2005) explored these dynamics, and made a useful distinction between religion and spirituality, arguing that “religion emphasizes conformity and adaptive behaviors, whereas spirituality inspires creativity, inquiry, and transformative conduct” (p. 654).…”
Section: Principal Influence and Socio-religious Dynamicsmentioning
confidence: 99%
“…For them, religious individualisation supports secularisation by privatising religion and negating its social and political importance. Others argue that secularisation is not so straightforward (Berger, 2014; Martin, 2005; Woodhead, 2016; Winkel and Ganiel, 2017). They recognise that though religion has declined in important ways, it remains significant.…”
Section: Mixed Religious Marketsmentioning
confidence: 99%