Globalization and the changing face of educational leadership: Current trends & emerging dilemmas

Abstract

This paper has used a deconstructivist conceptual framework in order to explore and analyze the multifaceted and complex impacts of globalization on educational leadership in the early 21^st century. It will be argued that globalization has had far-reaching positive and negative effects on all of the various nation-states, cultures, economies, and peoples of the world and that these have also resulted in the emergence and evolution of a variety of interesting and practical educational leadership paradigms and managerial practices. In addition, this paper will conclude with several recommendations that can be used to guide additional research on the varied aspects and trends of educational leadership in a globalized context, and the development of international or cross-cultural international leadership development initiatives

Exploring Cross-Cultural Perspectives of Teacher Leadership Among the Members of an International Research Team: A Phenomenographic Study

“…However, teacher leadership research has been criticized for failing to adequately conceptualize teacher leadership as being situated in and subordinate to sociocultural communities beyond the school setting -that is, the school as an organization and the school community or district. These broader social and cultural contexts include, for example, nation states and their cultural, economic and political contexts and histories (Dimmock & Walker, 2000;Hallinger, 2018), globalized cultural communities (Litz, 2011) and the macro context of society more broadly seen from a sociological perspective (Ylimaki et al, 2017).…”

“…The recent literature on educational leadership and teacher leadership suggests that both teachers' and researchers' understandings of these concepts are widely varied (Cheng & Szeto, 2016;Nguyen, Harris & Ng, 2017;Spillane & Coldren, 2011;Webber, 2018). Moreover, much of the literature on teacher leadership is said to be based on a normative conception of educational leadership and has been found to offer interpretations, conceptual frameworks and recommendations reliant on a knowledge base in which Western notions of leadership are embedded as if they were culturally transferable (Hallinger & Walker, 2011;Litz, 2011;Webber, 2018). Hallinger (2011, p. 310) further argued that education scholars have been "much slower to embrace international or cross-cultural perspectives in their research" than scholars from other disciplines, which he claims has resulted in a "'blind spot' in the conceptual lenses employed" in the empirical study of educational leadership (Hallinger & Walker, 2011 pp.…”

Analysis Of The Cooperation Process Between Education Faculty And The Directorate Of National Education

“…Bilgi ve teknoloji üretiminin hızlı bir şekilde ilerlemesi ülkelerin eğitim sistemlerindeki değişiklikleri de beraberinde getirmektedir. Ülkelerin dünyadaki yenilikleri takip edebilmeleri eğitim sistemlerinde başarıyı yakalamaları ile doğru orantılıdır (Litz, 2011 (Gökdere ve Çepni, 2004;Uçar ve İpek, 2006;MEB, 2006a,b). Öğretmenlerin HİE'e yönelik ihtiyaçlarının karşılanmasında akademisyenler büyük bir role sahiptir.…”

‘Doing’ Social Justice in Early Childhood: The Potential of Leadership

“…According to Litz (2011), educators increasingly face the challenges of globalisation, which are political, economic, social and technical in nature. Globalisation brings greater 'interdependence and interconnectedness between various people, cultures, ethnic groups, government entities, and organizations from different locations into a wider global arena' (Litz, 2011, p. 47).…”

“…Genuine distributed leadership can engage children, staff, parents and community stakeholders in leadership activity in educational settings, but it needs to be supported and facilitated effectively by the positional leader (Litz, 2011;Press, 2012). Consolidating community through the individual freedom of members to contribute ideas and proposals affords collective strength and the potential to bring diverse ideas to a set of shared principles (Preskill & Brookfield, 2009).…”