Presentation on theme: "GEORGIADIS FOKION, Primary School Teacher, ΜΑ in Comparative Education, Doctoral student, IOE, University of London, Institute of Education, University."— Presentation transcript:
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 inclusionSocial 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 complicated More 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 intercultural educational contexts, new ways of thinking and working present headteachers with challenges that go beyond anything that teacher education (Blair, 2002) or even new measures could have prepared them for. «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 challengesEducational 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 context regarding 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.