Leadership as socially and culturally informed praxis: The question of internationalisation in international school leadership
DOI:
https://doi.org/10.4151/07189729-Vol.63-Iss.1-Art.1519Keywords:
Leadership practice international schools England QatarAbstract
Despite the growing size and number of international schools globally, research examining their leadership and communities is still limited. This article investigates leadership practice and learning in international schools in England and Qatar, and their response to the multicultural social fields in which they work, and the cultural capital of their teachers and students. The article uses Bourdieu’s social theory and his concepts field, capital, habitus, and practice and theories of social justice, cultural relevance, and cultural responsiveness in educational leadership. The findings reflect gaps between what leaders learn and do and the cultural capital and needs of their students and teachers. The discussion of findings engages in a theoretical analysis of the reasons behind these gaps and calls for a perspective shift in educational leadership and for further theorising on internationalisation in education.
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2024-03-31
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Al Haj Sleiman, N. (2024). Leadership as socially and culturally informed praxis: The question of internationalisation in international school leadership. Perspectiva Educacional, 63(1), 29–59. https://doi.org/10.4151/07189729-Vol.63-Iss.1-Art.1519
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