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Leadership as a socially and culturally informed praxis: The question of internationalisation in international school leadership
Resumen
A pesar del crecimiento en número y tamaño de las escuelas internacionales a nivel global, la investigación que examina su liderazgo y comunidades es aún limitada. El emergente interés en la investigación de este campo aún no ha explorado cabalmente las relaciones de los líderes con los campos sociales en los cuales trabajan y las necesidades culturales y sociales de sus docentes y estudiantes. Este artículo investiga la práctica de liderazgo y el aprendizaje en las escuelas internacionales en Inglaterra y Qatar, ofreciendo un breve contexto histórico respecto del desarrollo de estas escuelas en cada país. De manera adicional, el artículo examina la respuesta de los líderes a los campos sociales multiculturales en los cuales trabajan y el capital cultural de sus docentes y estudiantes. El artículo usa la teoría social de Bourdieu como marco sociológico clave y se involucra con sus conceptos, campo, capital, habitus y práctica, destacando su interconexión y relevancia en el contexto de su investigación. El artículo analiza la praxis de liderazgo (conocimiento y práctica) construyendo sobre la investigación actual sobre liderazgo de justicia social, y liderazgo educacional culturalmente relevante y culturalmente receptivo. Este artículo está basado en un estudio más extenso que aborda las limitaciones del liderazgo y la práctica en las escuelas internacionales de Qatar e Inglaterra a través de un enfoque crítico realista y metodológico mixto. Sin embargo, este artículo presenta solamente resultados de las entrevistas en profundidad, individuales y grupales (N=24), con líderes experimentados de las escuelas internacionales (n=10), líderes intermedios (n=9), docentes (n=7), y estudiantes de educación secundaria (n=16). Los hallazgos mostraron que las escuelas internacionales se caracterizan por el multiculturalismo, movilidad y transitoriedad, lo que impacta significativamente las experiencias de trabajo y aprendizaje en estos contextos. Los hallazgos reflejan nociones de internacionalismo que son amplias y performativas, y brechas significativas en el conocimiento y práctica del liderazgo en relación con el capital cultural y las necesidades de sus docentes y estudiantes. La discusión de los hallazgos se adentra en el análisis teórico de las razones detrás de estas brechas y el impacto del neoliberalismo y la estructuralización en el campo. El artículo releva la necesidad de un cambio en la perspectiva en la teoría de liderazgo educativo que incluya una praxis social y culturalmente informada y aprendizaje de liderazgo transformativo y que requiere una mayor teorización de la internacionalización en el liderazgo educativo.
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Al Haj Sleiman, N. (2024). Leadership as a socially and culturally informed praxis: The question of internationalisation in international school leadership. Perspectiva Educacional, 63(1). https://dx.doi.org/10.4151/07189729-Vol.63-Iss.1-Art.1519
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