Session Information
26 SES 09 B, Researching Educational Leadership across the Globe
Paper Session
Contribution
One theme prominent “around the world” is that reform efforts in educational leadership often borrow models, explicitly or implicitly, from “Western” states in order to demonstrate improvements in teacher quality and programs for principals’ training (Shields, 2010, p. 560). The global principles of accountability, effectiveness, and standardization are often reflected in local narratives that nevertheless emphasize local cultural, organizational and social features such as strict control hierarchies, strong tribal affiliations and influential power groups, unequal access to education, inadequate infrastructure, and low-standards of teacher training, high gender inequality and low uncertainty avoidance. Unsuccessful educational reforms in the Middle East, are too based on models from foreign countries and cultures and often discussed in terms of neo-liberal globalized views of education (Waite & Waite, 2010). Macro-processes radiate onto education systems in different world states either directly, in states that take an active part in the formation of globalization, or indirectly and passively, in states influenced at different levels by these global processes. Educational leaders live and work in a world that seems more dynamic and more interconnected than ever before, yet the researchers are aware that school improvement packages cannot be purchased off the shelf and still be appropriate for each and every educational context. The significance of these processes is examined here. The purpose of this presentation is twofold: (1) to consider how educational leadership copes with the need and demand for educational reform in the context of three Middle Eastern countries—Egypt, Turkey, and Israel—by describing and comparing the different national education systems of these three countries; and (2) to examine how educational leadership tries to close the gap between national and global values or contested political projects, with a concern for social justice, equity, and political inclusion.
Method
Expected Outcomes
References
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