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Creative leadership and intercultural understanding Creative leadership and intercultural understanding.

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Presentation on theme: "Creative leadership and intercultural understanding Creative leadership and intercultural understanding."— Presentation transcript:

1 Creative leadership and intercultural understanding Creative leadership and intercultural understanding

2 Relationships Intercultural education Culture Leadership

3 Global citizenship

4 Excluded from global citizenship Excluded from global citizenship

5 Tentative global citizenship

6 Secure global citizenship

7 What kind of global citizens are our students? With whom do our students have most in common?

8 Student demographics 50 nationalities represented

9 Teacher demographics 26 nationalities represented Other Nationalities Chinese French Spanish German Japanese Paraguan Argentinian Belgian Colombian Costa Rican Finnish Korean Malaysian Phillipino Salvador Swedish Taiwanese

10 Australian countries of origin increase

11 Australian food court preferences Australian food court preferences

12 A shifting focus in education A shifting focus in education

13 Academic learning

14 Apprenticeship learning

15 Breakpoint and beyond 2000

16 3-5 year olds geniuses 98%

17 8-10 year olds geniuses 32%

18 13-15 year olds still geniuses 10%

19 Over 25 year olds geniuses 2%

20 Michael F. Shaughnessy Schools seem to be educating children out of creativity yet the correlation between childhood CQ with adult achievement is three times greater than IQ

21 Yong Zhao Ranking by PISA score and perceived entrepreneurial ability

22 Transcultural education

23 What is a curriculum? Curriculum is a framework for the kind of learning you want to happen

24 Curriculum options Standards and Content Assessment and Matriculation Competencies Concepts Character Pedagogy and Methods

25 Transcultural curriculum Focus on action Teaching affective skills Global contexts a default Problem based and product–oriented learning Social entrepreneurship

26 International schools worldwide 1,582 2,945 1,220 1,270 46% claim an “internationally oriented” learning approach

27 Growth of the IB If the IB authorization rate continues, the IBO expects a worldwide tally of “10,000 schools and 2.5 million students enrolled in IB programmes by the year 2020”. 680,000 students 3,870 IB World Schools 147 countries

28 Growth of for-profit international schools 766,000 Students in for-profit schools in ,400,000 Students in for-profit schools in % Increase between

29 A growing need for educators +250,000 international educators will be needed within the next 10 years

30 Creative system-Czsiksentmihalyi Creative system-Czsiksentmihalyi The educational domain

31 Creative system-Czsiksentmihalyi Creative system-Czsiksentmihalyi The field of education

32 Creative system-Czsiksentmihalyi Creative system-Czsiksentmihalyi The educator

33 Culture and creativity Bilingualism and first/second generation immigrants (Nemeth and Swan, Simonton)

34 Culture and creativity Deep immersion in a novel culture (Leung, Maddux, Galinsky and Chiu)

35 Cross cultural experiences Cross cultural experiences (Weisberg) Deep immersion in a novel culture New ideas and concepts Same form has different functions De-stabilize routine responses May seek out diverse ideas on return Incongruent concepts lead to new perspectives

36 Culture and creativity Culture and creativity (Hofstede) Cultural norms relating to ‘world views : Individualism-collectivism Masculinity-femininity Power distance Uncertainty avoidance Willingness to make sacrifices

37 Confront or elaborate on a problem

38 Processing conflict

39 Leadership status

40 Relationships

41 Sense of self

42 Cultural and stylistic norms? Cultural and stylistic norms?

43 Norms for creativity Cultural intelligence and agility Collaborative norms Clarity on the role of innovation

44 An international educator ‘My mum was very different to most parents in China, because she always encouraged me to take risks. Especially she always told me, "You are great." It's not like some parents say, "Stay humble. Don't recognize you are great." My mum always said, "You're great; you can do it.”

45 Diverse multicultural teams Kaleidoscope thinking Ambience Negative affective reactions More time for complex tasks Need managing

46 Stoll and Temperley The status quo is a very compelling state. So what might help promote the creativity needed for schools to be successful and children to achieve? School leaders need to be able to unlock creativity in their staff in order to enhance learning. And to lead a creative school, you need creative leadership.

47 What really triggers creativity?

48 Amabile componential model of creativity Domain relevant skills

49 Amabile componential model of creativity Creativity-relevant processes

50 Amabile componential model of creativity Task motivation

51 Amabile componential model of creativity Surrounding social environment

52 Czikszentmihalyi 1997 Preparation Incubation Insight Evaluation Elaboration

53 Stoll and Temperley Model creativity and risk taking

54 Stoll and Temperley Stimulate a sense of urgency

55 Stoll and Temperley Expose colleagues to new thinking and experiences

56 Stoll and Temperley Self consciously relinquish control

57 Stoll and Temperley Provide time and space

58 Stoll and Temperley Promote individual and group creative thinking and design

59 Stoll and Temperley Set high expectations about the nature and degree of creativity

60 Stoll and Temperley Use failure as a learning opportunity

61 Stoll and Temperley Keep referring back to core values

62 Missions, expeditions and diverse opportunities


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