Towards School Leadership Development: The Essence of Working with Culturally and Linguistically Diverse Newcomer Families in Saskatchewan

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
J. Okoko
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引用次数: 2

Abstract

The article is based on a study whose purpose was to examine the lived experience of school leaders in Saskatoon with newcomers to whom English is an additional Language (EAL). Phenomenology as a methodological approach was used to gather and analyze data from leaders representing two school divisions. What was common in their accounts was synthesized to establish the essence of the leaders’ experience with EAL newcomers. Findings revealed that the nature of the experience manifests as a celebration, a learning opportunity and as a challenge. Its essence requires school leaders to have knowledge, skills and dispositions for acknowledging and responding appropriately to difference and the associated stereotypes, cultural diversity with its infinite variations, relations between dominant and minority cultures, the role of parents, communities and inter-organizational partnerships in school leaders-newcomer relationship. The essence also calls for school leaders to have self-knowledge, to be more reflective, and to embrace cognitive dissonance as learning opportunities.
迈向学校领导发展:萨斯喀彻温省不同文化和语言的新移民家庭工作的本质
这篇文章基于一项研究,其目的是研究萨斯卡通的学校领导与英语为附加语言(EAL)的新来者的生活经验。现象学作为一种方法论方法被用来收集和分析来自代表两个学校部门的领导人的数据。在他们的叙述中,共同之处被综合起来,以建立领导与EAL新人的经验的本质。调查结果显示,这种经历的本质表现为一种庆祝,一种学习机会和一种挑战。它的本质要求学校领导拥有知识、技能和性格,以承认和适当应对差异和相关的刻板印象、文化多样性及其无限变化、主流文化和少数文化之间的关系、家长的角色、社区和学校领导-新人关系中的组织间伙伴关系。本质上还要求学校领导有自知之明,更多地反思,并将认知失调视为学习机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Research in Educational Administration & Leadership
Research in Educational Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.90
自引率
0.00%
发文量
19
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