Teachers Leading Transformation in Multiethnic Contexts

• In Event: Teacher Leadership for Inclusive and Diverse Societies

Abstract

1) Objectives or purposes

This paper presents teachers´ stories of change in multi-ethnic challenging contexts developed in the framework of the International Teacher Leadership initiative. Drawing on teachers´ accounts, the purpose is to discuss common trends across European countries that enable teachers to develop projects that contribute to achieve inclusive and diverse societies.

2) Perspectives or theoretical framework

The non-positional teacher leadership theory (Frost, 2014) is at the core of this work. According to this framework, the development of teachers’ leadership capacity may flourish regardless the organisational position or role of responsibility of teachers (Frost, 2014). It is important to highlight that whereas some teacher leadership programmes resonate with contributions about the sources of authority for leadership (Sergiovanni, 2003), the hierarchical power structure of schools (Hatcher, 2005) or the power dynamics between teachers and other agents (Datnow & Castellano, 2001), the question of exercising teacher leadership beyond power relations remains a crucial dimension in this field of research.

The growth of teacher leadership in diversity of cultural contexts and school settings includes four dimensions that are underpinning this paper: appropriate methodologies for teacher leadership, partnerships with external agencies, deliberate cultivation with the schools, and appropriate contexts for knowledge building (Frost, 2011). In addition, this paper takes into account the contributions about teachers dealing with cultural diversity to overcome educational barriers (Adams, Bell & Griffin, 2007) and those developments about teachers from cultural minorities improving achievement of pupils (Maylor, 2009).

3) Methods, techniques or modes of inquiry

This paper is based on case studies implemented in three European countries (UK, Bulgaria and Macedonia) participating in the International Teacher Leadership Initiative (ITL). The communicative methodology is used in the data collection and analysis (Gómez, Puigvert & Flecha, 2011). In order to obtain a deeper understanding of teachers´ engagement, the methods and techniques are qualitative.

4) Data source, evidence, objects or materials

The qualitative data includes interviews with teachers and facilitators of the ITL, as well as discussion groups and observations in workshops and seminars. Furthermore, a particular leadership action tool was designed to collect evidence about teachers’ practices in the ITL.

5) Results and/or substantiated conclusions or warrants for arguments/points of view

The results obtained demonstrate that teachers involved in the ITL in different European countries:

• create networks of teachers to share common concerns to deal with cultural diversity in schools
• enhance a school culture that takes into account the diversity of students, families and communities
• promote improvement through the participation of cultural minorities in the school life
• lead innovation to inspire other teachers to continue exercising leadership in a wide range of cultural contexts.

6) Scientific or scholarly significance of the study or work

The results evidence how teachers with different positions and roles exercise leadership that promote inclusiveness in multi-ethnic contexts. The results obtained are a step forward to explore the extent and nature of teacher leadership initiatives that enhance the leadership capacity of all teachers.

Author

• Gisela Redondo-Sama, University of Cambridge