多元文化社会中的学校领导实践与身份政治:以印尼为例

R. Raihani
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摘要

本文旨在探讨印尼多元文化社会背景下的学校领导实践。在不同的背景下,有效的学校领导表现出一种道德领导,其特点是对文化多样性的高度认识和敏感,并采取相应的行动,使学校里的每个人都能追求自己的目标。本研究采用定性个案研究方法,选取三所不同的学校,并对校长、教师和学生进行访谈。研究结果表明,虽然修辞学学校的领导传达了承认和尊重多样性的承诺,但他们暗地里对弱势群体实施了一些歧视性政策。在这些学校里,文化和宗教身份都被用来维持在学校的统治地位。因此,学校很难成为社会正义和多元文化公民的场所。通过这样做,本文有助于更好地理解像印度尼西亚这样的多元文化社会中学校领导的细微差别。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School Leadership Practices and Identity Politics in a Multicultural Society: The Case of Indonesia
This article aims to explore school leadership practices in the context of the multicultural society of Indonesia. Effective school leaders in a diverse context demonstrate a type of moral leadership characterized by high awareness and sensitivity to cultural diversity and act accordingly to enable everyone in school to pursue his or her goals. This study used a qualitative case study approach by selecting three different schools and interviewing the principals, teachers, and students. The findings suggest that while in rhetoric school leaders convey a commitment to recognize and respect diversity, they exercise covertly some discriminative policies towards powerless groups. In these schools, both cultural and religious identities were used to maintain domination in school. Consequently, the schools have hardly become a venue for social justice and multicultural citizenship. By doing so, this article contributes to a better understanding of the nuance of school leadership in multicultural societies like Indonesia.
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