15 SES 11, Turbulence, Empowerment and Marginalised Groups in International Education Governance Systems Part 1
Symposium to be continued in 15 SES 12
The aim of this research is to generate new understandings of the potential turbulence that school principals encounter as they seek to empower themselves and their staff to empower young people to be societal innovators for equity, peace and renewal. Northern Ireland (NI) is a society, emerging from recent conflict. Since 1998 and the signing of the Belfast (Good Friday) Agreement a power-sharing government was established (although there have been periods of direct rule from Westminster when the power-sharing Assembly has collapsed). Whilst Northern Ireland has been considered a post-conflict society, it remains heavily segregated in terms of its political institutions as well as in housing and education (Niens et al., 2013). Segregation can have a lasting impact across society, and in particular, on young people (Roulston et al., 2016). The case study, which contributes to this proposed large symposium, was undertaken within the context of school partnerships and shared campuses forged through the Shared Education programme in Northern Ireland. Eight school principals were interviewed to explore the manner in which they undertook their roles within education governance systems, and categorise the kinds of ‘turbulence’ they experience - for example, in terms of strength and whether turbulence is light, moderate, severe or extreme (Gross, 2016). We analysed how they navigated the turbulence. We examined how the governance systems sanction them to empower school communities to become societal innovators for equity, peace and renewal. Evidence reveals those principals who demonstrated passion in their work and articulated clarity in terms of their vision for building relationships with community were able to handle challenges and minimise any negative impact of turbulence. Having support from the governing body, from colleagues and from the wider school community was highlighted as being critical to having a positive experience of leading a school. Schools are places for Empowering Young Societal Innovators for Equity and Renewal. It is equally apparent that empowering school communities can be a challenge for principals and a source of turbulence. Successful principals utilised mentors and advocates to build clarity of purpose, and to combat the potential for loneliness of leadership. A culture change is required that is more respectful and about equity in terms of recognising the progress that children have made, recognising stages of progression and recognising progression rather than recognising these landmark ages, when we expect them all to have got this standard.
Fullan, M., 2014. Leading in a culture of change. Personal action guide and workbook. San Francisco, CA: Jossey-Bass. Gross, S. J., 1998. Staying Centred: Curriculum Leadership in a Turbulent Era. Alexandria, VA: Association for Supervision and Curriculum Development. Gross, S. J., 2004. Promises Kept: Sustaining School and District Leadership in a Turbulent Era. Alexandria, VA: Association for Supervision and Curriculum Development. Gross, S. J., 2014. Using Turbulence Theory to Guide Actions, in: Branson & Gross (eds) Handbook of Ethical Educational Leadership, Routledge, pp 246-262. Gross, S.J., 2016. Using Turbulence Theory as a metaphor in a volatile world. http://marylandpublicschools.org/about/Documents/PromisingPrincipals/Resources/102016/2015TTonlytoMd.pdf. McGuinness, S. J., 2012. Education Policy in Northern Ireland: a Review. Italian Journal of Sociology 1: 224 Niens, U., O’Connor, U. and Smith, A., 2013. Citizenship education in divided societies: teachers’ perspectives in Northern Ireland. Citizenship Studies, 17(1): 128–141. Roulston, S., Hansson, U., Cook, S. and McKenzie, P. (2016) If you are not one of them you feel out of place: understanding divisions in a Northern Irish town. Children's Geographies, 15 (4): 452-465. Shapiro, J.P. and Gross, S.J., 2013, 2nd ed. Ethical educational leadership in turbulent times: (Re)Solving moral dilemmas. New York: Routledge.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.