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El liderago de la escuela en un mundo contradictorio
Get PDFThe article captures important trends and tendencies in public governance and thus in conditions for school leadership. The general movement towards Globalization influences the core trends in national policies and in public governance. But international discourses and practices are formed in national or regional contexts of culture, practice and politics. The author is part of a Nordic context and therefore he observes governance and leadership from this point. But it is possible to translate the analyses to other contexts as well. An analyse of some of the effects of the meetings of transnational influences with national values and practises are discussed in the case of Danish education and school leadership. School leaders are left with a number of dilemmas between traditional, welfare state values and neo-liberal values. They have to find locally satisfying balances between academic proficiencies and competences of curiosity and deliberation.En este artículo se aborda las tendencias más destacadas en la gobernanza pública y su repercusión en el liderazgo de la escuela. El movimiento general hacia la globalización influye en las tendencias centrales de las políticas nacionales y en la goberanza pública. Sin embargo, las prácticas y discursos internacionales se forman en contextos nacionales o regionales de la cultura, práctica escolar y política. El autor pertenece al contexto nórdico y por tanto analiza la gobernanza y el liderazgo desde ese punto de vista, aunque es posible trasladar dicho análisis a otros contextos. En este trabajo se analizan algunos de los efectos de la fusión de influencias transnacionales con valores y prácticas nacionales en el caso de la educación danesa y el liderazgo escolar. Los líderes escolares se encuentran ante una serie de dilemas entre los valores tradicionales, el estado del bienestar y los valores neoliberales. Como consecuencia, tienen que encontrar un equilibrio entre el rendimiento académico satisfactorio y las competencias de curiosidad y deliberación
School Leadership in a Contradictory World
Get PDFEn este artículo se aborda las tendencias más destacadas en la gobernanza pública y su repercusión en el liderazgo de la escuela. El movimiento general hacia la globalización influye en las tendencias centrales de las políticas nacionales y en la goberanza pública. Sin embargo, las prácticas y discursos internacionales se forman en contextos nacionales o regionales de la cultura, práctica escolar y política. El autor pertenece al contexto nórdico y por tanto analiza la gobernanza y el liderazgo desde ese punto de vista, aunque es posible trasladar dicho análisis a otros contextos. En este trabajo se analizan algunos de los efectos de la fusión de influencias transnacionales con valores y prácticas nacionales en el caso de la educación danesa y el liderazgo escolar. Los líderes escolares se encuentran ante una serie de dilemas entre los valores tradicionales, el estado del bienestar y los valores neoliberales. Como consecuencia, tienen que encontrar un equilibrio entre el rendimiento académico satisfactorio y las competencias de curiosidad y deliberación.The article captures important trends and tendencies in public governance and thus in conditions for school leadership. The general movement towards Globalization influences the core trends in national policies and in public governance. But international discourses and practices are formed in national or regional contexts of culture, practice and politics. The author is part of a Nordic context and therefore he observes governance and leadership from this point. But it is possible to translate the analyses to other contexts as well. An analyse of some of the effects of the meetings of transnational influences with national values and practises are discussed in the case of Danish education and school leadership. School leaders are left with a number of dilemmas between traditional, welfare state values and neo-liberal values. They have to find locally satisfying balances between academic proficiencies and competences of curiosity and deliberation
Distributed Leadership and Social Justice : A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices (UK)
No full textThe concept of distributed leadership has come to have increasing influence in the last decade or so, attracting much scholarly exploration and research, generating diverse definitions and understandings. The theoretical perspective taken for the purposes of this study is that leadership is emergent and that it arises through complex, interactive processes and is not the preserve of senior roles designated with leadership authority. The aim of the research study is to investigate distributed leadership and perceptions of whether and in what ways it promotes or otherwise social justice and democratic practices. The study explores this in the context of one case study (secondary) school. The report concludes with five requirements which we suggest it would be helpful for policy-makers wanting to develop school leadership to reflect upon. Firstly, advancing the quality of school leadership requires developing the leadership capabilities of everyone in the school - both those who are in designated leadership positions and those (such as many teachers, support staff and students) who are not. Secondly, developing the leadership capabilities of all requires the development of school cultures and structures that provide the social, professional and institutional support necessary to create environments that facilitate individual initiative and collaborative working and learning. Thirdly, the development and sustaining of such school cultures and structures requires long-term investment by schools and by the governments and other agencies that support schools. Fourthly, distributed leadership requires respect for both autonomy (individual views, professionalism, creativity and needs) and authority (school purpose, goals, values and structures), which means school members helping to shape schools’ educational purposes, values, etc. as well as working within these. Fifthly, helping distributed leadership to be fair and of benefit to the learning of all requires it to be guided by a broad concept of social justice that encourages schools to ask critical questions about involvement (participative justice), respect (cultural justice), learning (developmental justice) and resources (distributive justice)
Ledelse af forskelle - eller forskelliggørende ledelse?:Lærernes håndtering af det flerkulturelle skole-hjem-samarbejde
No full textNordic Upper Secondary School:Regular and Irregular Programmes - Or Just One Irregular School for All?
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