{"title":"瑞士的教育实践:寻找多元化参与的领导","authors":"Cathryn Magno, Anna Becker, Marion Imboden","doi":"10.1177/17411432221086225","DOIUrl":null,"url":null,"abstract":"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 <i>diversity-engaged leadership</i>.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"176 5","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Educational practice in Switzerland: Searching for diversity-engaged leadership\",\"authors\":\"Cathryn Magno, Anna Becker, Marion Imboden\",\"doi\":\"10.1177/17411432221086225\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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 <i>diversity-engaged leadership</i>.\",\"PeriodicalId\":47885,\"journal\":{\"name\":\"Educational Management Administration & Leadership\",\"volume\":\"176 5\",\"pages\":\"\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2022-03-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Management Administration & Leadership\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/17411432221086225\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Management Administration & Leadership","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/17411432221086225","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.