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Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

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Article
Publication date: 8 June 2020

Melanie C. Brooks, Jeffrey S. Brooks, Agus Mutohar and Imam Taufiq

The purpose of this study was to investigate how socio-religious dynamics influence (and are influenced by) principals in Islamic schools.

480

Abstract

Purpose

The purpose of this study was to investigate how socio-religious dynamics influence (and are influenced by) principals in Islamic schools.

Design/methodology/approach

This qualitative case study took place in Semarang, Indonesia. Data were collected via semi-structured interviews with school leaders along with school site observations. To frame the study, we drew from both Indonesian and international scholarship to understand extant perspectives on the context and on the ways that principals influence socio-religious thinking and practices in schools.

Findings

Findings suggested that principals' personal experiences and beliefs are central to the ways that socio-religious thinking and practices are manifest in their school. Principals practice more progressive or conservative leadership by influencing the degree to which the school is (a) an open or closed system, (b) inclusive or exclusive in their practices and (c) plural or unitary in their teaching. In making decisions along each of these continua, principals in Islamic schools “curate” a socio-religious educational environment.

Originality/value

This paper contributes to the literature on principals and socio-religious dynamics in schools by discovering specific continua of practice that collectively suggest a more conservative or progressive interpretation of Islam. As this area is understudied in educational leadership, the study makes a foundational empirical contribution, suggests theoretical constructs heretofore unexplored, and advances the notion of principal as curator of educational practice.

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Journal of Educational Administration, vol. 58 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 12 June 2017

Jeffrey S. Brooks, Anthony H. Normore and Jane Wilkinson

The purpose of this paper is to explore theoretical connections between educational leadership for social justice and support for immigration. The authors seek to identify…

1251

Abstract

Purpose

The purpose of this paper is to explore theoretical connections between educational leadership for social justice and support for immigration. The authors seek to identify strengths, weaknesses and opportunities for further study and improved practice.

Design/methodology/approach

This is a theoretical research paper that introduces, evaluates and expands two frameworks for understanding leadership and immigration.

Findings

Findings suggested that there is a need for educational leadership scholars to more purposefully investigate issues related to social justice and immigration.

Originality/value

This study offers a novel theoretical perspective on leadership, social justice and immigration.

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International Journal of Educational Management, vol. 31 no. 5
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 8 December 2016

Anthony “Tony” H. Normore, Jeffrey S. Brooks and Sara A. M. Silva

Problems of competence grow out of institutional culture and from the way these institutions shape the profession and its members. Toward that end, this chapter is organized…

Abstract

Problems of competence grow out of institutional culture and from the way these institutions shape the profession and its members. Toward that end, this chapter is organized around three general considerations. First, we discuss some general issues about leader quality. Second, the present shape of the leadership corps in higher education will be discussed. Finally, we introduce several 21st century leadership core competencies (Brooks & Normore, 2009) for consideration to hiring personnel so they do not repeatedly select and promote unqualified leaders who stifle creativity and encourage conformity.

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The Dark Side of Leadership: Identifying and Overcoming Unethical Practice in Organizations
Type: Book
ISBN: 978-1-78635-499-0

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Available. Content available
Article
Publication date: 12 June 2017

Jeffrey S. Brooks, Anthony H. Normore and Jane Wilkinson

606

Abstract

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International Journal of Educational Management, vol. 31 no. 5
Type: Research Article
ISSN: 0951-354X

Abstract

Details

Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

Available. Content available
Book part
Publication date: 10 July 2019

Abstract

Details

Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

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Book part
Publication date: 10 July 2019

Peter Hurley, Jeffrey S. Brooks and Jane Wilkinson

This chapter will use the lens of Foucault’s governmentality to critique the use of foreign qualification recognition (FQR) in Australia’s skilled migration programme. Foucault…

Abstract

This chapter will use the lens of Foucault’s governmentality to critique the use of foreign qualification recognition (FQR) in Australia’s skilled migration programme. Foucault suggests that an imperative for governments is to find ways to manage its population to ensure its security and well-being. Foucault notes the explosion of measures designed to facilitate this imperative. We argue that FQR’s use in Australia’s skilled migration programme is another such measure. It is a process designed to ascertain the relative value of one person against another using educational attainment as the meter. We examine the literature on the subject and find there are three key themes: scale, barriers and the persistence of the problem. We explore the concept of value in FQR and find arguments are divisible according to two camps. The first finds that an education qualification represents some objective and meritocratic value that a migrant possesses and that the barriers and persistence of problems are traceable to an inability to find the right way to realize this value. The second supposes that qualifications essentially represent a claim that need not have any basis in a form of essential value. Using Foucault’s governmentality, we suggest that FQR’s primary source of value in Australia’s skilled migration process is its utility as a part of a regime that identifies and classifies migrants and establishes a regime with which to assure governments of the acquisition of a population it believes are most likely to contribute to its security and future prosperity.

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Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

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Book part
Publication date: 29 November 2014

Anthony H. Normore and Jeffrey S. Brooks

Leadership and management are concepts regularly used in organizational change and reform literature. This is particularly evident in educational settings and oftentimes…

Abstract

Leadership and management are concepts regularly used in organizational change and reform literature. This is particularly evident in educational settings and oftentimes understood as interchangeable. The school administrator is considered a leadership position, as is department chair in an institution of higher education. Yet, most are engaged daily in management tasks with little to no time spent on leadership (Bush, 2008). In higher education, the complex role of department chair necessitates a multi-task oriented individual (Hecht, Higgerson, Gmelch, & Tucker, 1999) who can both serve and coordinate multiple constituencies and ultimately balance the role of chair with the continuing roles of teacher and scholar. Although they are pulled in many directions there may be no more important leadership position in the institution for those interested in affecting the future of young people as well as their colleagues. In this chapter we discuss the commonalities and differences between leadership and management across the PreK-16 continuum; present the general roles and responsibilities of school-based administrators and university-level department chairs, and; compare leadership readiness and transition processes of school-based and university-level department chairs. Implications for theory and practice are presented.

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Pathways to Excellence: Developing and Cultivating Leaders for the Classroom and Beyond
Type: Book
ISBN: 978-1-78441-116-9

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Book part
Publication date: 10 July 2019

Khalid Arar, Deniz Örücü and Gülnur Ak Küçükçayır

This chapter presents facets of the current challenges relating to policy, leadership and praxis, as perceived by school principals and both Turkish and Syrian teachers working…

Abstract

This chapter presents facets of the current challenges relating to policy, leadership and praxis, as perceived by school principals and both Turkish and Syrian teachers working with refugee and Turkish students in Syrian refugee schools in Ankara. Adopting a qualitative methodology, we explore the experiences, challenges and strategies of the educators in these new school types. In order to investigate this this phenomenon, we adopted the post-migration ecology framework proposed by Anderson et al. (2004) and the conceptualization of five dimensions of multicultural education (content integration, knowledge construction process, prejudice reduction, equity pedagogy and empowering the culture and organization of the school) developed by Banks and Banks (1995). The relevant policy, despite its focus on full integration, is still developing and lack clear technical guidelines for specific issues at school level. The data revealed three themes: perceptions towards the refugees, policy into practice in the schools and the consequent challenges, strategies and needs. Although humanistic ideals are manifest in all the participants’ experience with the new phenomena of refugee education, their needs are multifaceted. They are motivated by a pedagogy of compassion, containment and humanistic universal commitment. The principals employ a style of encouraging social justice and moral leadership, whereas the teachers practise the multicultural pedagogy dimensions with trial and error. Incorporation of Syrian educators and their experience and assistance to the Turkish school staff is also discussed.

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