Urban Schools: Performance, Competition and Collaboration

Wood, Philip A.

doi:10.1007/978-1-4020-5199-9_56

Cited by 3 publications

(3 citation statements)

References 35 publications

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“…Therefore, in some cases (perhaps in many cases), the democratic symbolism of voicing opinions and voting remains just that: symbolic. Our insights on participative decision making in a collectivist culture may be relevant also to democratic and community schools in individualist societies, as previous research has revealed similar practices and issues (Ruffin and Brooks, 2010;Woods, 2005).…”

Section: Discussionmentioning

confidence: 77%

“…We found that in individualist settings, which are at the basis of most research on distributed leadership, principals reported distribution of their control because they felt the burden of being legally and publicly accountable for everything happening at their institutions. It is possible that Israeli settings, with the current neo-liberal trends of evaluation and accountability (Berkovich, 2014(Berkovich, , 2019, which are also common in many Western individualist countries, implicitly communicate tension to principals between collaboration and competition, and drive them to collaborate with subordinates to counter the pressures of accountability (Woods, 2007). The central manifestation of control was veto power, which appeared to be available to principals in individualist settings.…”

Section: Discussionmentioning

confidence: 99%

“…religious communities, see Elbih, 2012) and the school level (e.g. democratic schools, see Woods, 2005; community schools, see Ruffin and Brooks, 2010).…”

Section: Distributed Leadership and Participative Decision Making In ...mentioning

confidence: 99%

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Participative decision making in schools in individualist and collectivist cultures: The micro-politics behind distributed leadership

Or¹,

Berkovich²

2021

Educational Management Administration & Leadership

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Despite the popularity of distributed leadership theory, the investigation of the micro-political aspects of such models have scarcely been explored, and insights on the cultural variety of distributed practices in schools are limited. The present study aimed to explore what micro-political aspects emerge in participative decision making in collectivist and individualist cultures. To this end, a multiple case study method was adopted, focusing on four Israeli public high schools. Schools were chosen to represent an ‘extreme’ case selection rationale: two non-religious urban schools representing individualist cases, and two communal schools in religious kibbutzim representing communal schools. The analysis shed light on three micro-political points of comparison between the prototypes of participative decision making in collectivist and individualist cultures related to control, actors, and stage crafting. The findings and implications are discussed.

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Section: Discussionmentioning

confidence: 77%