瑞士的教育实践:寻找多元化参与的领导

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Management Administration & Leadership Pub Date : 2022-03-21 DOI:10.1177/17411432221086225
Cathryn Magno, Anna Becker, Marion Imboden
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引用次数: 0

摘要

尽管由于最近的社会运动,特别是在美国和许多欧洲国家,对种族和其他社会文化多样性的认识有所提高,但对身份和偏见的深刻理解仍然缺乏,对教育部门政策和实践不平等的补救措施仍然存在。不断增加的种族和语言的异质性要求学校领导和更多的学校工作人员更好地理解,以纠正不平等并改善所有学生的教育。本研究利用深度访谈来收集瑞士弗里堡中学领导对多样性的看法和参与程度。调查结果显示,总的来说,学校领导在处理困难的、带有身份的对话或面对自己对-à-vis新学生的立场和主观性方面准备不足。建议有抱负的和现任的学校领导通过实践多元化参与的领导变得积极。
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Educational practice in Switzerland: Searching for diversity-engaged leadership
Despite the uptick in awareness of racial and other sociocultural diversity owing to recent social movements particularly in the United States but also in many countries in Europe, deep understanding of identity and bias is lacking and remedies for policy and practice inequities in the education sector remain. Steadily increasing racial and linguistic heterogeneity demands better understanding on the part of school leaders—and the larger school staff—to redress inequity and improve schooling for all students. This study utilized in-depth interviews to gather secondary school leaders’ perspectives on, and level of engagement with, diversity in Fribourg, Switzerland. Findings revealed that school leaders are, overall, inadequately prepared to tackle difficult, identity-charged conversations or to confront their own positionality and subjectivity vis-à-vis newcomer students. Recommendations are made for aspiring and current school leaders to become active by practicing diversity-engaged leadership.
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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