Challenges and opportunities for culturally responsive leadership in schools

Evidence from Four European countries

Bibliographic Data

ID21728136
AuthorsMartin Brown (0000-0002-5436-354X, EQI: The Centre for Evaluation, Quality and Inspection, DCU Institute of Education, Dublin, Ireland, corresponding author), Herbert Altrichter (0000-0002-5331-4199, Johannes Kepler University of Linz), I B Shiyan (0000-0001-6400-1705, Moscow City University), Igor Shiyan (Moscow City University, Moscow, Russia), Maria José Rodriguez Conde (0000-0002-2509-1901, Universidad de Salamanca), Gerry Mcnamara (0000-0003-2834-9135, EQI: The Centre for Evaluation, Quality and Inspection, DCU Institute of Education, Dublin, Ireland), Barbara Herzog-Punzenberger (0000-0002-6766-3170, Universität Innsbruck), Irina V Vorobyeva (0000-0003-0561-3888, Moscow City University), Irina Vorobyeva (Moscow City University, Moscow, Russia), Valentina Vangrando (Universidad de Salamanca), Sarah Gardezi (0000-0002-2234-3704, EQI: The Centre for Evaluation, Quality and Inspection, DCU Institute of Education, Dublin, Ireland), Joe O’hara (0000-0003-1956-7640, EQI: The Centre for Evaluation, Quality and Inspection, DCU Institute of Education, Dublin, Ireland), Alexandra Postlbauer (0000-0001-6790-0490, Johannes Kepler University of Linz), Daria Milyaeva (0000-0002-5489-720X, Moscow City University), Natalia Sergeevna (Moscow City University), Sieglinde Fulterer (Johannes Kepler University of Linz), Adriana Gamazo García (Universidad de Salamanca), Lourdes Pérez Sánchez (0000-0002-9767-4639, Universidad de Salamanca), L Sancho (0000-0002-9999-2593, University of Salamanca, Salamanca, Spain)
Year2022
Volume20
Issue5
Pages580-607
Publication date2022-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePolicy Futures in Education (JOURNAL)
Journal identifiersISSN: 1478-2103 • E-ISSN: 1478-2103
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/14782103211040909
OpenAlexW3196560467
LanguageEN
Citations received23
References cited43

Whether voluntary or enforced, increasing patterns of migration have significantly impacted schools by making them linguistically, culturally, religiously and ethnically more diverse than ever before. This increasing diversity requires school leaders to put in place mechanisms to ensure equity of participation for migration background students. Dimmock and Walker (2005) believe that school leaders need to play a vital role in promoting and sustaining an environment that embraces diversity and, by association, contributes to solving the macro problems of society. To accomplish this emerging role, there is a need for ‘new approaches to educational leadership in which leaders exhibit culturally responsive organisational practices, behaviours and competencies’ (Madhlangobe and Gordon, 2012: p. 177). This is all well and good in theory, but the current and historical context in which school leaders operate, together with the training and supports that are provided, influences, to a significant extent, how culturally responsive leadership can operate in practice. This study, which is part of a European Commission Erasmus+ funded project entitled Supporting Culturally Responsive Leadership and Evaluation in Schools (CReLES), examines these assumptions by mapping out the factors and actors that can hinder and facilitate the flourishing of such practices in four European countries, Austria, Ireland, Russia and Spain

Cultural diversity · Economic growth · Educational leadership · Erasmus · Ethnic group · Ethnically diverse · Flourishing · Pedagogy · Political science · Public relations · Sociology · Collaborative Teaching and Inclusion · Education Discipline and Inequality · Law · Psychology · Social Psychology · Teacher Education and Leadership Studies

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