Practising leadership in newly multi-ethnic schools: tensions in the field?

Abstract

This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of practising. This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal's practices. Presenting an analytical model that highlights the circular and capillary-like dimension to such practising, the paper explores how principals' recognition of immigrant children (their recognitive practices) as well as investment in supporting their learning (distributive practices) are shaped by the logics of practice across different fields, as well as by their own evolving habitus and struggle to be authentic in a period of rapid social change. Practising effective leadership in newly multi-ethnic schools must be conceived as layered and multiple but must be underpinned by an ethic of justice, if the minoritised status of 'ethnic' others is to be challenged and overcome.

The role of principals in creating inclusive school environments: insights from community national schools in Ireland

“…Some principals have been found to be unaware of culturally and religiously relevant instructional practices, as well as varied in terms of holding high expectations or deficit perspectives of their students (Gardiner and Enomoto 2006). Nevertheless, individuals in leadership roles can do a great deal to create positive change in interethnic relations (Devine 2013;Gardiner and Enomoto 2006;Henze et al 2002;Riehl 2000). Santamaria (2013) highlights important elements for leadership in contemporary multicultural classrooms.…”

“…These are the importance of engaging in critical conversations, assuming a 'critical race theory' lens, consensus building as decision-making strategy, consciousness of stereotype threat, leading by example and building trust. Devine (2013) notes tensions that exist in leadership practice between social change, such as increasing diversity, and preservation of school ethos. In her research in three Irish primary schools, some principals engaged in reflexive practicing relating to the development of school-wide inclusive practices, while one faith school sought continuity and preservation of their ethos, supporting only those individual children who became visible through their needs rather than a systematic focus on the needs of immigrant children and their parents as a group.…”

“…Previously largely homogenous in cultural terms, teachers and school principals in Ireland are increasingly faced with the challenge of addressing the needs of all students, acknowledging that schools should strive to create an environment where all children feel valued, and views and learning of all students is supported. It has been found that school leadership, provided by principals, teachers and school boards amongst others, play an important role in establishing culturally inclusive environments (Johnson and Fuller 2014;Devine 2013).…”

‘Value’ing Children Differently? Migrant Children in Education

“…Its' not about creating difference between our Irish child and our international child but it is very much about losing out when they all need extra support. (Oakleaf primary) Furthermore, these 'choices' are also interconnected with wider community dynamics as teachers and school principals manage perceptions and the 'reputation' of their school within the local community (Devine, 2013). For schools, pedagogic tensions arise between catering to the needs of children of immigrant background in a holistic, authentic manner within a wider cultural, social and economic frame where reputation, risk and added value (through higher school scores) have to be managed within an increasingly market driven environment.…”

Doing Sensitive Research Sensitively: Ethical and Methodological Issues in Researching Workplace Bullying

“…Qualitative research methods are particularly suitable for research into sensitive issues in general (Connolly & Reilly, 2007;Dickson-Swift et al, 2009;Devine, 2013) and workplace bullying in particular (Perry, Thurston, & Greene, 2004;Tracy, Lutgen-Sandvik, & Alberts, 2006). In this context, 24 individual in-depth interviews were conducted for this study.…”