Leadership and Intercultural Dynamics

Collard, John; Wang, Ting

doi:10.1177/105268460501500205

Cited by 6 publications

(4 citation statements)

References 11 publications

(10 reference statements)

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“…The concept of intercultural understanding frames cultural interaction in dialectical terms as a conversation or interview rather than as a frozen snapshot. What emerges from such interactions is too subtle for cross-cultural cartography 3 (Collard and Wang 2005). Therefore, this research is not a comparative cross-cultural study in the traditional sense.…”

Section: Rationalementioning

confidence: 97%

Understanding Chinese educational leaders' conceptions in an international education context

Wang

2007

International Journal of Leadership in Education

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Section: Rationalementioning

confidence: 97%

Understanding Chinese educational leaders' conceptions in an international education context

Wang

2007

International Journal of Leadership in Education

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“…A more complex perspective views cultures as dynamic, ever‐changing, multi‐layered and complex (Gullestrup, 2003/2004; Tardiff, 2002; Collard and Wang, 2005). It acknowledges that all cultures are constantly subjected to pressure for change from both internal and external factors.…”

Section: Cross‐cultural Theorymentioning

confidence: 99%

“…Recent years have seen fledgling efforts amongst leadership scholars whose investigative approaches are more attuned to intercultural dynamics (Collard, 2002; Merchant, 2004; Collard and Wang, 2005; Wang and Collard, 2005). They seek to develop more nuanced understandings based upon complex conceptions of culture and the more subtle interactions that occur between agents from different cultures.…”

Section: Intercultural Perspectives In Leadership Discoursementioning

confidence: 99%

Constructing theory for leadership in intercultural contexts

Collard

2007

Journal of Educational Administration

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PurposeEstablished educational leadership discourse has been dominated by Anglo‐American perspectives oblivious to the cultural diversity that characterizes the contemporary world. It has frequently privileged mono‐cultural, mainstream values which have meant indigenous and ethnic groups have suffered alienation, exclusion and disadvantage. Western‐led educational interventions in developing nations also frequently fail to acknowledge the rich cultural traditions of recipient societies and theories and practice are rarely appropriately scrutinized for “cultural fit”. The purpose of this paper is to construct a theory for leadership in intercultural contexts.Design/methodology/approachThe article reviews how monocultural assumptions of colonial and national leadership cultures in the past were frequently inappropriate for the diverse populations they were intended to serve. The global era has witnessed the emergence of cross‐cultural theory and research paradigms to combat cultural blindness and develop cultural sensitivities. While applauding these developments, the epistemological assumptions that underlie such research are questioned. A case for more nuanced theory, which acknowledges complex interactions between agents from different cultures, is developed. This includes a call for more dynamic research tools based upon constructivist and phenomenological premises.FindingsCross‐cultural research has generated territorial maps that promote insight and mutual understandings. However, it relies upon essentialist stereotypes that mask the existence of complex sub‐cultures and dynamic forces of change within national cultures. Case study research which taps the subjective understandings of cultural actors is cited to reveal a more complex process of interaction between cultural agents.Research limitations/implicationsThis is a theoretical exploration, not an empirical report. It is limited by the scarcity of existing research in a fledgling field.Practical implicationsThe article encourages researchers to move from observationally based, stereotypical portraits to more nuanced concepts of cultures as complex, multi‐layered and changing phenomena. It establishes the epistemological foundations for future research in inter‐cultural contexts.Originality/valueThe paper develops new directions for future theory and research.

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“…More recently, Collard & Wang (2005) presents another theoretical framework that can be utilized in cross-cultural research. His study focuses on leadership training courses taught in China by Western universities.…”

Section: Cross-cultural Studies In Educational Administrationmentioning

confidence: 99%

School Leadership Preparation in Mexico: Metacultural Considerations

Slater¹,

Boone²,

Muñoz³

et al. 2005

Journal of School Leadership

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Levels of cultural understanding can be applied to leadership and research. Intracultural understanding is self-contained within one culture. Cross-cultural understanding extends from one culture to another. Intercultural understanding recognizes implications for one's own culture. Metacultural understanding extends beyond one's own and others’ culture to create entirely new meanings. This study examines an educational administration program in Mexico using researchers from a multicultural team. School directors and those in higher education participated in focus groups to examine the preparation Mexican leaders receive, the challenges they face, and the implications for preparation programs. These issues are significant in Mexico, and have implications for the United States and other countries.

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Leadership and Intercultural Dynamics

Cited by 6 publications

References 11 publications

Understanding Chinese educational leaders' conceptions in an international education context

Understanding Chinese educational leaders' conceptions in an international education context

Constructing theory for leadership in intercultural contexts

School Leadership Preparation in Mexico: Metacultural Considerations

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