Overview
- Gives true meaning to cross-cultural and intercultural research and theory building in educational leadership
- Builds on research which spans at least three countries per chapter to develop intercultural possibilities
- Represents a range of developing and developed countries for more authentic cross cultural comparison
Part of the book series: Intercultural Studies in Education (ISE)
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About this book
This book explores how to be fully cross-cultural and intercultural with research and theory building in educational leadership. It adopts an integrated approach to the examination of common issues across and between cultures and contexts. Each chapter examines an issue or a set of issues that builds on evidence from a minimum of three countries across at least two continents. The data collection methods are consistent for all countries and therefore allow meaningful conclusions to be drawn across the field. All six continents are represented in the book, including both developing and developed countries, to ensure an open dialogue and an innovative approach to lay the foundations for future research.
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Keywords
Table of contents (11 chapters)
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Front Matter
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Back Matter
Reviews
“Paul Miller has brought together an impressive list of contributors to explore leadership and culture from an unparalleled global perspective, covering 17 countries from all six continents. As globalisation threatens to impose an identikit view of how schools should be led and managed, it is refreshing to note the often subtle, but always significant, ways in which culture and context underpin different approaches to common problems facing school leaders. By exploring a range of important issues, through multifaceted perspectives, this book makes an invaluable contribution to the current literature on school leadership.” (Tony Bush, Professor of Educational Leadership, The University of Nottingham, UK and Malaysia)
“Paul Miller’s latest book represents a carefully conceived and insightfully constructed contribution to the increasingly important need for intercultural and cross-cultural research in guiding educational leadership in today’s globalized world.Each chapter was intentionally designed to include work based in developed and developing countries in different continents using a common research design. Thus, Miller goes beyond the existing comparative literature to provide authentic, critical insight into the practice of educational leadership in multiple cultural contexts. His choice of contributors and countries for this book shines a light on scholars and educational contexts often neglected within the body of English-language scholarship in educational leadership.” (Ken Brien, President, Commonwealth Council for Educational Administration and Management (CCEAM))
Editors and Affiliations
About the editor
Paul Miller is President of the Institute for Educational administration & Leadership- Jamaica where is he is also the Director of Strategy & Partnerships and convenor of the Research Interest Group on “Leadership & Social Justice”. He is also Professor of Educational Leadership & Management in the School of Education & Professional Development at the University of Huddersfield, UK.
Deirdre Torrance, University of Edinburgh, UK
Kay Fuller, University of Nottingham, UK
Rachel McNae, University of Waikato, New Zealand
Carmel Roofe, University of the West Indies, Jamaica
Rowena Arshad, University of Edinburgh, UK
Elizabeth Murakami, Texas A&M University-San Antonio, USA
Gaetane Jean-Marie, University of Louisville, USA
Lorri Santamaria, University of Auckland, New Zealand
Ann E. Lopez, Ontario Institute for Studies in Education, University of Toronto, Canada
Pontso Moorosi, University of Warwick, UK
Kay Fuller, University of Nottingham, UK
Elizabeth Reilly, Layola Marymount University, USA
Victoria Showunmi, UCL Institute of Education, UK
Maria Kaparou, University of Southampton, UK
Marina García-Carmona, Universidad de Granada, Spain
Miren Fernández-de-Álava, Universidad Autónoma de Barcelona, Spain
Carla Quesada-Pallarès, University of Leeds, UK
David Middlewood, University of Warwick, UK
Ian Abbott, University of Warwick, UK
Vhonani Netshandama, University of Venda, South Africa
Philip Whitehead, University of Warwick, UK
Lindy-Anne Abawi, University of Southern Queensland, Australia
Ana Maria de Albuqerque Morereira, University of Brasilia, Brazil
Christopher Bezzina, University of Malta
Elizabeth Majocha, Gabriel Dumont Institute, Canada
Marco Antonio Costa, Universidade Federal de Campina Grande, Brazil
Mamotena Mpeta, University of Venda, South Africa
Nargis Ara, Government Girls Post Graduate College, Pakistan
Catherine Whalen, University of Northern British Columbia, Canada
Terezinha Alves Fernandes, Federal University of Paraíba, Brazil
Joan Conway, University of Southern Queensland, Australia
Dorothy Andrews, University of Southern Queensland, Australia
Leentjie van Jaarsveld, North West University, North West University
Cheryl Bauman, Independent Consultant, Ontario, Canada
Deirdre Torrance, University of Edinburgh, UK
Kay Fuller, University of Nottingham, UK
Rachel McNae, University of Waikato, New Zealand
Carmel Roofe, University of the West Indies, Jamaica
Rowena Arshad, University of Edinburgh, UK
Elizabeth Murakami, Texas A&M University-San Antonio, USA
Gaetane Jean-Marie, University of Louisville, USA
Lorri Santamaria, University of Auckland, New Zealand
Ann E. Lopez, Ontario Institute for Studies in Education, University of Toronto, Canada
Pontso Moorosi, University of Warwick, UK
Kay Fuller, University of Nottingham, UK
Elizabeth Reilly, Layola Marymount University, USA
Victoria Showunmi, UCL Institute of Education, UK
Maria Kaparou, University of Southampton, UK
Marina García-Carmona, Universidad de Granada, Spain
Miren Fernández-de-Álava, Universidad Autónoma de Barcelona, Spain
Carla Quesada-Pallarès, University of Leeds, UK
David Middlewood, University of Warwick, UK
Ian Abbott, University of Warwick, UK
Vhonani Netshandama, University of Venda, South Africa
Philip Whitehead, University of Warwick, UK
Lindy-Anne Abawi, University of Southern Queensland, Australia
Ana Maria de Albuqerque Morereira, University of Brasilia, Brazil
Christopher Bezzina, University of Malta
Elizabeth Majocha, Gabriel Dumont Institute, Canada
Marco Antonio Costa, Universidade Federal de Campina Grande, Brazil
Mamotena Mpeta, University of Venda, South Africa
Nargis Ara, Government Girls Post Graduate College, Pakistan
Catherine Whalen, University of Northern British Columbia, Canada
Terezinha Alves Fernandes, Federal University of Paraíba, Brazil
Joan Conway, University of Southern Queensland, Australia
Dorothy Andrews, University of Southern Queensland, Australia
Leentjie van Jaarsveld, North West University, North West University
Cheryl Bauman, Independent Consultant, Ontario, Canada
Bibliographic Information
Book Title: Cultures of Educational Leadership
Book Subtitle: Global and Intercultural Perspectives
Editors: Paul Miller
Series Title: Intercultural Studies in Education
DOI: https://doi.org/10.1057/978-1-137-58567-7
Publisher: Palgrave Macmillan London
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-1-137-58566-0Published: 23 December 2016
eBook ISBN: 978-1-137-58567-7Published: 13 December 2016
Series ISSN: 2947-9126
Series E-ISSN: 2947-9134
Edition Number: 1
Number of Pages: VIII, 272
Number of Illustrations: 4 b/w illustrations
Topics: International and Comparative Education, Administration, Organization and Leadership