Leading international schools: The questions of cultural and social justice

Abstract

This article focuses on international school leadership and raises questions on the mono-dimensional approaches to leading, teaching, and learning in diverse contexts. The growth of international schools all over the world represents increasing patterns of geographic and economic mobility, and the growth of socially and culturally diverse communities. While international schools generally represent different elements of internationalisation, their policies and leadership do not demonstrate an adequate response to the social and cultural needs of their communities. Based on her doctoral research, the author argues that internationalisation in educational leadership is not given sufficient attention and that the field requires further development of learning and exploring the contextual elements in which leaders lead. The article draws on a set of approaches to educational leadership, mainly contextually and culturally relevant leadership, and theories of internationalisation in educational leadership and management, in addition to transformational and engaged pedagogical approaches to teaching and learning.

Sharing of cultural values and heritage through storytelling in the digital age

“…These compositions and dramas can be shared on digital platforms for others to access. This also confirmed the position of Sleiman (2021) on using engaging activities like drama, writing compositions, pictures, etc., for sharing cultural values. Participants’ responses correlate with the recommendation that educators should consider collaborative design, sharing, and interpretation of digital cultural heritage content ( Koutromanos et al, 2022 ), to eradicate or minimize divergent views on cultural value content ( Kucirkova and Flewitt, 2020 ).…”