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Challenges and opportunities for culturally responsive leadership in schools: evidence from four European countries

Brown, Martin ORCID: 0000-0002-5436-354X, Altrichter, Herbert ORCID: 0000-0002-5331-4199, Shiyan, Igor, Rodríguez Conde, María José ORCID: 0000-0002-2509-1901, McNamara, Gerry ORCID: 0000-0002-9725-9304, Herzog-Punzenberger, Barbara ORCID: 0000-0002-6766-3170, Vorobyeva, Irina ORCID: 0000-0003-2707-8417, Vangrando, Valentina, Gardezi, Sarah ORCID: 0000-0002-2234-3704, O'Hara, Joe ORCID: 0000-0003-1956-7640, Postlbauer, Alexandra, Milyaeva, Daria, Sergeevna, Natalia, Fulterer, Sieglinde, García, Adriana Gamazo ORCID: 0000-0002-7523-9484 and Sánchez, Lourdes ORCID: 0000-0002-9999-2593 (2021) Challenges and opportunities for culturally responsive leadership in schools: evidence from four European countries. Policy Futures in Education, 20 (5). pp. 580-607. ISSN 1478-2103

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Abstract

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.

Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:culturally responsive leadership; cultural responsivity; migrant students; policy enactment
Subjects:Social Sciences > Education
Social Sciences > Multiculturalism
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Policy & Practice
Research Initiatives and Centres > Centre for Evaluation, Quality & Inspection (EQI)
Publisher:SAGE Publications
Official URL:https://dx.doi.org/10.1177/14782103211040909
Copyright Information:© 2021 The Authors. Open Access (CC-BY-4.0)
Funders:Erasmus+ project: Supporting Culturally Responsive Leadership and Evaluation in Schools (CReLES) (Project reference: 2019-1-IE01-KA201-051419).
ID Code:26318
Deposited On:06 Oct 2021 12:04 by Vidatum Academic . Last Modified 17 Jun 2022 14:57

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