Such a perspective suggests that the dominant culture, were it to be discerned with any certainty, would be embedded, unexamined and therefore unchallenged, in preparation and development programs. Crossing the great divides: problems of cultural diffusion for leadership in education. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. 206207). Wallace, M. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. House Schein, E. H. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. (2004). I refer students to this publication for new research articles or for my work, Acquisition of this publication will benefit department, faculty and student needs, I am a member of the publication's editorial board and strongly support the publication. Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. Two typologies are developed. Educational Management & Administration, 26(1), 720. P.J. Those attempting to loosen the bonds of dominant cultures implicit in preparation and development programs research and write within the very dominant orientations they are trying to question (Gronn, 2001). These elements are but the tangible appearance of the underpinning set of values and beliefs, which shape the intended outcomes of the educational enterprise within a school. The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. These are the cultural, verbal, visual and behavioral components of the school in action through which a wide range of cultural messages and aims will be delivered. School values were assessed by aggregating the scores of 862 students, (ages 15-19) in 32 Jewish and Arab Israeli schools (Study 1), and 1,541 students (ages 11-21) from 8 European schools and 163 teachers from 6 of these schools (Study 2), using Schwartz's Portrait Values Questionnaire. Morgan, G. Bridges, E. Its view of human nature is there a belief that people are essentially good, neutral or evil? R. Educational Management & Administration, Bush, T. & (2001). Hothouse culture exists where the pressure is to high academic achievement, typically in response to government or parental pressure to deliver high quality examination results. Ultimately, it is the cultural product/output of the school by which it will be judged, for it will be benchmarked against the cultural expectations that government, society and community have for their schools. Rowney, J. , & & & The Shopping Mall High School: Winners and Losers in the Educational Marketplace; National Association of Secondary School Principals (U.S.); National Association of Independent Schools. Cultures and Organisations: Software of the Mind. A number of research areas seem indicated as urgently required. A. Rather, cultural competency, the ability to recognize, analyze and engage purposefully with culture at the macro and micro levels is a foundational skill, which positions educational leadership as critical contributors to shaping society and not just the school. Instead there are history, context, process, interactivity, power relations and change. Inevitably therefore, design of the curriculum and its delivery will involve judgments not only about the relevant local culture and the degree of diversity, but also how far global or international cultural assumptions may be relevant. (2002). London: Paul Chapman. Daily challenges for school leaders.I In (Eds. Scheins model provides a greater level of sophistication by focusing on a challenging interrogation of the culture of the school and linking culture more strongly to underpinning values and beliefs. , Within this, however, there may exist several cultures: Stoll and Fink (1996)25 pupil culture, teacher cultures, a leadership culture, non-teaching staff culture, and parent culture. We have looked at three theoretical aspects of culture here. Changing our schools : linking school effectiveness and school improvement. School administration in China: a look at the principals role. (2004). K. Begley, P. Systems theory enables us to conceptualize every school and educational organization as being characterized 1) by a range of inputs, 2) by the processes in operation within the school, and 3) by a set of outputs and in each of these three elements of the system we can identify culture as a key component. Changing Our Schools: Linking School Effectiveness and School Improvement. & (2003). G. P. Stoll (2000) gave a general definition on the foundations of school's cultures. Throughout the world a great deal of effort and money has been expended in the name of educational change. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. (1997). McCauley According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. Bush, T. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. Journal of School Leadership, 12(2), 693720. New York: Teachers College Press. School culture, therefore, is most clearly seen in the ways people relate to and work together; the management of the school's structures, systems, and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus (Stoll & Fink, 1998) or simply the distinctive identity of . The discourse of diversity: from biology to management. Such reculturing (Fullan, 2001) is perhaps the biggest challenge to school leaders, though, for it will certainly generate conflict, contradiction and destabilization as part of the process as DiPaola (2003, p. 153) has indicated: (Eds. , The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. Improving. Such decisions will be founded on a concept of leadership that embraces far more than a capacity to competently manage the technical aspects of instruction. The chapter considers five main themes. School Culture. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. While these are different aims, they both involve intercultural fluency. The cacophony of objections highlights the failure of development programs to accommodate the diversity of culture within one geographic area as much as across widely distant locations. Dorfman Walker, A. (2001). Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. The first is the blending of western (or, more correctly, exogenous) cultural values with existing cultures to generate a new cultural environment, a model sometimes described as the melting pot perspective. Archer (1996, p. 1) contends that the notion of culture remains inordinately vague to the extent that poverty of conceptualization leads to culture being grasped rather than analysed. (2001). 420421). The culture of a school is one of its critical organizational characteristics. The School Culture Typology is a self-reflective tool and related activity designed to identify a school-wide perspective of the "type" of culture that exists in a school. A challenge to dominant cultures and the evolution of cultures which are seen as fitting will be achieved only by persistent efforts to increase the intercultural fluency of all involved, in part by increasing the evidence base, and in part through detailed translation of such evidence to impact the design and delivery of the development of leaders. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. org/10.4135/9781446219362 Keywords: Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. International Journal for Leadership in Education, 4(4), 309319. Louque, A. Culture also impacts on delivery. Hargreaves (1995) developed a different typological model in which he distinguishes formal, welfarist, hothouse, and survivalist school cultures based on the educational priorities of the school in the context of external market environments. An international perspective on leadership preparation. , Hallinger, P. Can leadership enhance school effectiveness? , & Journal of Management Development, 15(5), 421. One consequence is that there is currently no precise means of assessing dimensions variously labeled as cultural distance or degree of diversity (Iles & Kaur Hayers, 1997, p. 107) or diversity amount and diversity degree (Thomas, 1999; Taras & Rowney, 2007); that is the differences between the culture of one location of leader development and another, or the extent of cultural differences within a leader development group. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. We need to work in organisations, collectively developing an understanding of where they are going and what is important. Buckingham: Open University Press. In If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. (2000) Leadership and Culture in Chinese Education. Bottery (1999) has described this as managerial globalization, in which the adoption of western managerialist approaches and business-based forms of accountability underpins educational reform and development. Fink, D. Nevertheless, school leadership that supports, stimulates, and facilitates teacher learning, has been found to be a key condition for collaborative teacher learning (Stoll & Kools, 2017). Such simple categorizations provide briefly interesting analytical tools to assist school leaders in gaining an initial understanding of their school culture, but are of limited wider utility. However House et al. of the teachers, students and school community. For example, Walker, Bridges and Chan (1996) provide a rare example of research into the fit of a particular learning approach, problem-based-learning, to a specific cultural context, Hong Kong. From the approach adopted for teaching and learning, to the cultural values espoused in the pastoral and ethical functions of the school, to the relative value ascribed to possible destinations for pupils beyond school, the fabric of school life will be imbued by these cultural processes. Skip to page content. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . (Ed.). The values they espouse or eschew, the aspirations and achievements they have, and their contribution to communities (local, regional, national), whether positive or negative are the cultural product of the school. Education. Published 1996. Changing the culture of a school or of a leadership development program is therefore not a finite endeavor. & Farrar, E. In terms of cultural outputs school leaders need to understand both what the external societies expect from the school and what they wish to achieve themselves this will require an integration of their personal and professional values, their vision of the purpose of schooling, and the visions and values of the key external stakeholders. Instead there are history, context, process, interactivity, power relations and change. 178190). Lumby, J. (2007). There exists a considerable literature on culture, which provides a range of conceptualizations. The key issue, of course, arising from globalization is that educational leaders will be faced increasingly with challenges to manage cultural change within their institution. Culture can take different forms. However, Lumby et al. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. These may be through processes of exclusion or processes of inclusion, resulting in a relatively homogeneous or diverse student body, but in either case the outcome will be a pupil profile which reflects a particular set of cultural characteristics. , & Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). Kachelhoffer, P. Walker, A. (2006). Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. It is probably for this reason that . 6886). P. W. , (2007). Where there is any element of selectivity of pupils, whether by ability/prior achievement or by geography or by capacity to pay, then the school will be involved in processes of cultural selection. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. (2002). While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. The first is that culture is neither unitary nor static (Collard & Wang, 2005), and while change may be evolutionary rather than revolutionary, trends and developments in internal and external influences will move the culture forward. Stoll, L. Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. Journal of Research in Leader Education, Taras, V. Collard (2006), for example, contends that much of the global level educational development through programs of agencies such as UNESCO and the World Bank is based on an import model which he portrays as a tidal wave of western values, sweeping away existing cultural environments. Cincinnati: South Western. Subordinates expect superiors to act autocratically. R. J. Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. P. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. , Ruiz-Quintanilla, A. It is characterized by very limited research at the within school subunit scale, and by the adoption of generalized models of culture from business and management disciplines at whole-school or national/international scales of analysis. Cultural differences can be observed at a range of organizational scales. Two typologies are developed. Javidan We present here a small number of examples in order to illustrate a range of typologies. Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. , Hiltrop, J. Qiang, H. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). Two distinctive views of this connection can be identified (Collard, 2006). Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. M. . (1986). The first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. Heck, R. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. International Studies in Educational Administration, Thomas, D. C. Everyone expects superiors to enjoy privileges, and status symbols are very important. Rejection of the cultural assumptions in preparation and development programs abound on the grounds of gender (Brunner, 2002; Coleman, 2005; Louque, 2002; Rusch, 2004), ethnicity (Bryant, 1998; Tippeconic, 2006), national culture (Bjerke & Al-Meer, 1993; Hallinger, Walker. Nor is it amoral. & Asia Pacific Journal of Education, Cardno, C. Zhang, J. H. (Litvin, 1997, pp. (2003). He created a series of descriptors of the culture of schooling with a particular focus on how key cultural characteristics equate to the absence of a productive learning environment. Who. (Eds. The notions of cultural diffusion and cultural fit assume that programs designed to take account of the cultural expectations and preferences of participants are more likely to lead to effective learning and resulting practice. Mills Consequently, although there is relatively little empirical data on which to draw, the issue of fit between culture and the conception, development and enactment of leadership has become a key concern. The school leader is therefore at the fulcrum point, subject to exogenous effects of culture, refracted in part through his or her leadership development and personal cultural locus, and in turn engaging with endogenous culture in the school and its community. ), Effective educational leadership (pp. A number of summative frameworks for analyzing culture have therefore been developed which seek to reduce the complexity of culture to simplified types which can be labeled for ease of comprehension. Shah, S. In While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. Cultural globalization is the international transfer of values and beliefs, and while strictly it is multi-directional it is typically perceived as dominated by the spread of western, particularly American, values and symbols across the globe. J. (1998). School culture, therefore, is most clearly "seen" in the ways people relate to and work together; the management of the school's structures, systems and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus. Bajunid, I. Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). Corporate rituals: The rites and fituals of corporate life. Al-Meer, A. (1998). Intercultural Education. Images of Organization, Powell, A. G. Wong, K. However culture is often defined in broad general terms as, for example, the way we do things around here (Deal & Kennedy, 1982), obscuring complex and contested conceptualizations. Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people.
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