Teachers and Moroccan Mothers Leading Change Beyond the School Walls

• In Event: Teacher Leadership for Inclusive and Diverse Societies

Abstract

1) Objectives or purposes

This paper presents the transformative dimension of teacher leadership with impact in the Moroccan mothers in a primary school in a low socioeconomic status neighborhood in Spain. By means of a close collaboration between teacher leaders and community members, Moroccan mothers demonstrate to generate leadership from within the classrooms and beyond the school.

2) Perspectives or theoretical framework

Starting from the premise that teacher leadership includes approaches that consider leadership possibilities beyond administrative and managerial activities (Frost & Durrant, 2008) and the foundation from the sociocultural perspective and dialogical learning (Bakhtin, 1981; Sinha, 2013; Vygotsky, 1962), it is possible to take action to transform the sociocultural context and to improve the learning processes with impact beyond the school. In this line, the inclusion of diversity of voices into processes of change demonstrates that women from cultural minorities develop strategies to overcome educational inequalities (García, Larena, Miró, 2012)

Research on gender issues has demonstrated that women from different cultural backgrounds, ages and educational levels can contribute to overcome gender barriers (Beck-Gernsheim, Butler & Puigvert, 2003). Furthermore, there are evidences about the relevance of the gender dimension in teacher leadership research (Lee, Smith & Cioci, 2004). Both dimensions play a key role to advance in our understanding about the synergies created between teachers and the “other women” (De Botton, Puigvert & Sánchez, 2005) leading change.

3) Methods, techniques or modes of inquiry

The case study is based on qualitative research to go in depth into leadership practices of teachers working with Moroccan mothers and in which ways they lead together transformations that go beyond the school. The communicative methodology (Gómez, Puigvert & Flecha, 2011) is underpinning this study.

4) Data source, evidence, objects or materials

Data collection implies recording interviews of teachers and mothers developing leadership practices within and beyond the school. The analysis is done through communicative analysis and all the data is coded accordingly.

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

The leadership practices that teachers and Moroccan mothers are generating have achieved impact beyond the school walls. Since it raised motivation for change, it increased self-confidence in academic settings and this is also translated into a better understanding of the school system and a better understanding of how education contribute to generate forms of leadership in the social and economic domains.

The results indicate that the participation of Moroccan mothers promoted by teachers is opening spaces for interaction and sharing common concerns, seeking answers to achieve school improvement through solidarity and promoting their leadership.

6) Scientific or scholarly significance of the study or work

This study on teachers collaborating with Moroccan mothers in primary education demonstrates how deterministic positions in front of sociocultural and economic situations can be changed. By doing this, it is possible that those cultural groups being marginalised can lead change in the school and beyond.

Authors

• Maria Padrós Cuxart, Universitat de Barcelona

• Oriol Rios, Universitat Rovira i Virgili