However, such a perspective ignores the ability of schools to select many of the cultural inputs. The aim is to encourage leaders to address obliviousness to their own culture and challenge approaches which may inappropriately embed a single culture and/or a culture alien to some participants. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. & Throughout the world a great deal of effort and money has been expended in the name of educational change. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. For most leaders this provides perhaps the most challenging dimension of leadership, for it is necessary to understand what those cultures are, why they exist and what aspects of them can or cannot, or should and should not, be subject to change to achieve the schools goals. In fact, Hofstedes work shows very great variation within regions. London: Sage. Those attempting to loosen the bonds of dominant cultures implicit in preparation and development programs research and write within the very dominant orientations they are trying to question (Gronn, 2001). (1996). A welfarist culture, alternatively, emphasizes the individual needs of pupils. , While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. Hargreaves (1995) developed a different typological model in which he distinguishes formal, welfarist, hothouse, and survivalist school cultures based on the educational priorities of the school in the context of external market environments. Hanges 210223). G. More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. Begley, P. | Terms & conditions. (1997). Bottery asserts that there is a risk through this that there may be emerging a perspective that defines what looks increasingly like a global picture of management practice. (2005). Fink, D. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. There are different typologies that can be used to assess. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. The attempt to mould culture in any direction involves alignment with some and challenge to others. The government of Thailand sought to introduce the western concept of school-based management, but found this problematic in the context of an existing societal culture, typical amongst the staff of Thai schools, in which deference to senior management and leadership made the introduction of collaborative and distributed approaches to leadership very difficult. Lumby et al. Fernandez Those undertaking preparation for development may have differing value priorities which are culturally shaped. Bell & Commentary. (Eds. of the teachers, students and school community. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. He created a series of descriptors of the culture of schooling with a particular focus on how key cultural characteristics equate to the absence of a productive learning environment. (1996). The New Meaning of Educational Change (3rd ed.). Leading educational change in East Asian schools. (1986). (1996). & A second early example from the US of a description of a cultural type was the shopping mall school. Although researchers are just beginning to document the effectiveness of the PLC culture, early indications show that it has a significant positive effect on student learning (Lee & Smith, 1996; Louis & Marks, 1998; Stoll et al., 2006; Wiley, 2001). Each of these contexts has a culture that expresses itself conceptually, verbally, behaviorally and visually, and which is a product of the complex interaction of communities, socio-economic contexts and contrasts, ethnic and faith-based values and beliefs, and the history of that community as a whole and of the individuals within it. London: Sage. What is the significance of time is the organization most oriented towards the past, the present or the future? & Asia Pacific Journal of Education, Cardno, C. Foskett, N. Young R. J. (1991). Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. British Educational Research Journal, 32(3), 363386. Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. (1997). International Journal for Leadership in Education, 4(4), 309319. (2001). Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). The first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. Hargreaves, D. H. Ultimately, it is the cultural product/output of the school by which it will be judged, for it will be benchmarked against the cultural expectations that government, society and community have for their schools. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. Fullan, M. (2006). For example, 86% of the worldwide variance on individualism-collectivism and 70% of variance across power-distance are found in Europe (Sparrow & Hiltrop, 1998, p. 73). C. Shah, S. (1996). In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . Buckingham: Open University Press. (forthcoming) distinguish transmission models, where experts pass on theoretical knowledge (often indiscriminately, as discussed earlier), and process models which use more community based styles of learning. ), The Life and Work of Teachers (pp. Bajunid, I. London: Paul Chapman. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. Elmes & Preliminary explorations of indigenous perspectives of educational management, Journal of Educational Administration, 34(5), 5073. & Stoll (2000) gave a general definition on the foundations of school's cultures. Stier, J. At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. Such a perspective suggests that the dominant culture, were it to be discerned with any certainty, would be embedded, unexamined and therefore unchallenged, in preparation and development programs. The challenge for educational leaders is to recognize and conceptualize each of these cultural realms and understand how it impacts on and provides implications for their own school. Hallinger, P. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Cultural influences on organizational leadership. (2005). & Leadership for a new century; authenticity, intentionality, spirituality and sensibility. M. In contrast the assessment of educational leaders often assumes that consideration of cultural fit is unnecessary in relation to standards which are uncritically accepted as international. Despite the difficulties of establishing the meaning of the concept of culture, it is used ubiquitously as a key variable, Janus-like, suggested both to influence and be influenced by a range of factors which impact on education. L. A tentative model and case study. Published 1996. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). By contrast Singaporean cultures emphasis on collective action and respect for seniority underpins acceptance and effective use of mentoring as an important mode of development, defined as a process whereby an expert or senior person guides a less experienced leader (Tin, 2001). typology of Rosenholtz (1989) differentiates static and dynamic school culture. T. London: Paul Chapman. Hwang, K. K. (2001). , (2001). The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. Leaders interact with culture at the organizational level both in terms of efforts to include the multiple cultures which may be present and also to sustain, adapt or change the dominant culture. (Forthcoming). Stoll & Fink (1996) created a typology of five types of school culture: moving (dynamic and successful determination to keep developing), cruising (rather complacent, often with privileged learners who achieve despite little school dynamism), strolling (neither particularly effective or ineffective, but long term not keeping pace with change . Introduction. Leadership and Organization Development Journal, 14(1), 3035. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. , & In parallel, preparation and development sometimes include an element of raising awareness of cultures deemed to be other than that of the majority or the dominant group, what Stier (2003, p. 84) refers to as content-competencies, generally targeted at increasing knowledge of minority groups within the region or nation. Coleman, C. Lumby et al. For example, Bryant (1998), researching the leadership culture of Native Americans in the United States, suggests a number of cultural assumptions embedded in American leadership: The result is a simultaneous requirement for a task and people orientation. Tuition is $13,400 for the highest grade offered. Discernment of the publicly espoused culture, the culture implicit in practice and the desired culture will inevitably comprise a kaleidoscope of differing opinions and wishes reflecting the perspectives of the individuals responsible for the design and delivery of development. Beyond the school, though, lies a range of contextual cultures extending from the community within which the school lies to regional, national and international cultural contexts. (2002). School Effectiveness and School Improvement. The International Journal of Educational Management, 15(2), 6877. Hofstede, G. Leading and Managing Education: International Dimensions. P.J. , Duke, D. L. As Foskett and Lumby (2003, p. 8) indicate: 2 C. BELLEI ET AL. Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. Nick Foskett, Print publication date: July 2008 Intercultural Education. Handy, C. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. School culture . & Farrar, E. A primary aim of the chapter therefore is to explore how we understand culture in its infinitely variable expressions, and how it relates to the design and implementation of leadership preparation and development programs. Watch Events 3 Live Search by typing your school, event, association. Journal of Educational Administration, 34(5), 7497. (Eds. Culture and Agency. What we mean by the term culture is both argued to be generally understood (Lumby, Walker, Bryant, Bush & Bjork, forthcoming) and suggested not to be understood, misunderstood or so variously understood as to be verging on meaningless. A. In terms of cultural outputs school leaders need to understand both what the external societies expect from the school and what they wish to achieve themselves this will require an integration of their personal and professional values, their vision of the purpose of schooling, and the visions and values of the key external stakeholders. While these are different aims, they both involve intercultural fluency. A. School culture can have an positive. Exploring the cultural context of school improvement in Thailand. The interrelationship of culture with leadership and its development is the focus of this chapter. Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? (1996). A similar situation is the case in Norway and in Japan (Moller, 2000). The recent emphasis has been on achieving standards through managing schools, teachers and the teaching process. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. Wang, H. , & Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. & Much of it has been misdirected and some of it wasteful. V. We would also suggest that pupils, although seldom asked, would hold . Panel 3. ), Strategic Human Resource Management (pp. School values were assessed by aggregating the scores of 862 students, (ages 15-19) in 32 Jewish and Arab Israeli schools (Study 1), and 1,541 students (ages 11-21) from 8 European schools and 163 teachers from 6 of these schools (Study 2), using Schwartz's Portrait Values Questionnaire. & Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. While the analytical models described are helpful in conceptualizing the nature of culture, there are a number of key issues for leaders to recognize in reflecting on their own organizations. 206207). Their description of each provides significant detail of the culture of the type. His ideas were widely influential. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . Duignan, P. Can leadership enhance school effectiveness? The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. (2004). Cultures and Organisations: Software of the Mind. Rowney, J. Bennett See all results for "" Log In La Habra High School . In More research of this kind, exploring fit not only to the dominant culture of the nation/region, but also fit to the multiple cultures within the nation or region would provide a potentially powerful antidote to programs which are currently not culturally inclusive. According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. This unique culture will reveal itself through a number of institutional characteristics: While these representations are identifiable and mostly tangible, the illusiveness of the concept of culture lies in the fact that it is an holistic concept which is more than the sum of these component parts. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. & Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). The dynamic culture of Inevitably therefore, design of the curriculum and its delivery will involve judgments not only about the relevant local culture and the degree of diversity, but also how far global or international cultural assumptions may be relevant. By continuing to use the site Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. Choices will continue as culture evolves and the perspectives of all players mutate over time. Salaman Prosser (1998) has shown how culture is expressed at different levels within an organization, ranging from the individual classroom, to teams of teachers, to the whole school. C. D. 5167). School culture and culture in general are often labeled as self-evident. (2002). The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. International Studies in Educational Administration, Thomas, D. C. The concept of culture has appeared frequently in analyses of both. Bridges, E. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Educational Management & Administration, Billot, J. Hanges (2005). The cacophony of objections highlights the failure of development programs to accommodate the diversity of culture within one geographic area as much as across widely distant locations. Curricula and delivery which are founded on a set of cultural assumptions, even those which are dominant within the region or country, are likely to miss the mark for many. Kantamara, P. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. L. Stoll, D. Fink. , Davis Conflicting expectations, demands and desires. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. (Hoppe, 2004, p. 333). Washington, K. ), Effective educational leadership (pp. Educational Management & Administration, 26(1), 720. Two other approaches might be more desirable ethically and politically. For example, the balance of time given to study of the legislation relevant to schooling or to the implications of a particular faith, whether Islam, Christianity, or any other, will embed values within the curriculum through the choice of priority reflected in the time allocated. | Contact us | Help & FAQs London: Falmer. , & M. It is "the way we do things around here" and often defined as 'the basic assumptions, norms and values and cultural artifacts of a school that . & (forthcoming). Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). (Eds. Ali (1996, p. 7) argues that the Jabria school of Muslim thought, influential in the Arab world, might rule out systematic planning as to plan is in conflict with predestination. Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). Nor is it amoral. Deal, T. (2004). 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. , Downloaded by [Teldan Inc] at 05:45 14 September 2015 . This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. In. with The values they espouse or eschew, the aspirations and achievements they have, and their contribution to communities (local, regional, national), whether positive or negative are the cultural product of the school. P., Glatter Two examples will suffice to illustrate this, though. Collard (2006), for example, contends that much of the global level educational development through programs of agencies such as UNESCO and the World Bank is based on an import model which he portrays as a tidal wave of western values, sweeping away existing cultural environments.