Post on 15-Jan-2016
GEORGIADIS FOKION, Primary School Teacher, ΜΑ in Comparative Education, Doctoral student, IOE, University of London, Institute of Education, University of London
ZISIMOS APOSTOLOS, Primary School Teacher, ΜΑ in Primary Education, London Brunel University, Doctoral student, University of Thessaloniki
School Leadership’s Professional
Development :
the Greek Case
Multiculturalism in education
Social inclusion Social justice
migration
globalisation
High demands
from school leadership
(Shah, 2004)
Leadership capacity in a multicultural
school context
regarding racism and
social justice
Effective education leadership fights
racism while promotes social justice racism
Cultural diversity has long existed in society, but the accelerating pace of global developments is continuously
reshaping the issues raised by interculturalism.
Pursuing ‘effectiveness’ without a conscious and explicit focus on race equality will not narrow the ‘equality
gap’ (Warren and Gillborn, 2003).
School leadership becomes
Headteachers value and respect
diversity
Social justice
subcultures
More
complicatedMore responsible towards diversity
More aware about racism
With a value spectrum
Traditional training of school leadership
reflects a culture that has
marginalised issues and notions of social
justice(Marshall, 2004, p. 6)
Institutional Racism “processes, attitudes and behaviour which amount to discrimination through
unwitting prejudice, ignorance,
thoughtlessness and racist stereotyping which
disadvantage minority ethnic people”
(Gillborn and Youdell, 2000)
School leadership and Interculturalism
a principled headteacher will be proficient enough to take steps to empower those who are societally deprived (Gold
and Evans, 1998)
Social CAPITAL
new role of leadership
R we prepared???????????
The establishment of a National College for School Leadership in
England is among a range of initiatives taken to
improve the public image and status of headteachers
(McCulloch, 2001)
in in
terc
ultu
ral
educ
atio
nal c
onte
xts,
new
way
s of
thi
nkin
g an
d
wor
king
pre
sent
head
teac
hers
with
chal
leng
es tha
t go
bey
ond
anyt
hing
tha
t te
ache
r
educ
atio
n (B
lair, 2
002)
or
even
new
mea
sure
s co
uld
have
pre
pare
d th
em fo
r.
«school leadership for social justice»
DEmocratic school
DIversity
Trust
Respect
Co-operATION
New dimensions in leadership professional
development for Greek primary headteachers
Cultural diversity in Greek education
Social challenges Educational challenges
globalisation =
migration
diversity =
rich tapestry of
human existence =
High demands
from school
democratic, academically excellent, and socially just education
Leadership capacity in a multicultural
school contextregarding racism and
social justice
teacher unions in Greece
1996 first serious institutional
steps towards multicultural classes
Intercultural Education
Schools BUT
NO measure for teachers’ and headteachers’ training or preparation scheme on ‘intercultural’ issues
teacher and headteacher training
initial teacher education
technologies and intercultural contexts
professional development on racism and social justice
School LEADERSHIP for Social justice and fighting
RACISM: A DIFFICULT MISSION
Most school leaders, unfortunately, find themselves in leadership
positions without being adequately trained, prepared or exposed
beforehand. Without appropriate leadership and organisational
conditions offering real life experiences of intercultural
diversity, cooperation, conflict management, oppression and social justice, no efficient policy would be
possible in this area.
NEW EDUCATIONAL REALITY
Developing a university-based leadership training or preparation programme for school leaders would be the best way to equip and familiarise primary headteachers with the indespensable knowledge so that they can meet the needs of an intercultural student
population. Schools should advocate, support and participate in programmes of unions and
associations consistent with the new professionalism in leadership. They will also work with universities and other providers in
a variety of teaching, research and professional development programmes.