Looking for guidance Sample Clauses

Looking for guidance. Leaders might look to learn about meeting the social, curricular and pedagogic challenges from a number of perspectives. Understanding oneself An initial focus might be to look more objectively and critically at oneself, scrutinising those characteristics as taken-for-granted and used as an unconscious norm; for example, whiteness and its implications are rarely the subject of interest in the way that black principals expect their colour to be; whiteness is pertinent in all schools, but particularly in the many with black and Asian heritage learners (Lumby & Xxxxxxx, 2012). Additionally, leaders are accultured into particular assumptions that they may view as being universal truths, although they are not (Xxxxxxx, 2013). For example, beliefs about capacity to learn and how far it relates to innate ability or to effort and beliefs about the impact of families on early learning are culturally shaped. Very different assumptions about such issues are held in different cultures and correspondingly promote or inhibit learning. Unpacking one's own culture and its assumptions about people and about learning may move leaders out of their unconscious habitual thinking and behaviours, raising awareness of how they are shaped by gender, ethnicity, class and societal culture. If the leader is more aware of how his or her thoughts and actions reflect a specific location in a particular society, a deeper understanding of learners and particularly of those deemed 'other' in the school, may be possible. Understanding the experience of disadvantaged groups Leaders might also be supported to better understand the experience of minority groups within their school, whether characterised by ethnicity, gender, religion, language or a range of other factors. They might also focus on groups disadvantaged by poverty, and plan to act upon what is learned. There is no shortage of materials. Norte (1999) offers five key categories to frame an action agenda to organise a school for positive interethnic equality. Xxxx (2006) provides an explicit agenda for leaders who have Muslim children in their school. Xxxx-Xxxxxx et al. (2010), and Nagda and Xxxxx (2007) offer techniques to facilitate dialogue to confront perceptions of difference within school. These are merely examples of the rich literature offering frameworks, processes and materials to address particular needs and to properly equip leaders. Rather than some learners being seen as in deficit, preparation and development programm...
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