argue that the context for leadership within many nation states and international scenarios involves
interaction between multiple and diverse social cultures. A further proposition is that the dominant
leadership theory and discourse in the past reflects forms of western hegemony and mono-cultural
assumptions drawn largely from the Anglo-American worldview. It will argue that such frameworks have
limited validity in multicultural societies such as Australia, Britain, Canada, Europe and the USA and with
indigenous communities within such nations. These societies contain significant populations which do not
share the core values which inform established leadership practice and institutional paradigms in such
nations. The consequence can often be insensitivity towards non-mainstream cultures, inappropriate
structures, failed interventions and alienation of individuals from major institutions and traditions.
Another proposition is that as more developing nations increase in affluence and view education as a key
economic strategy, they become increasingly exposed to western discourses about leadership and
management. Whilst acknowledging that western traditions have much to offer, there is a danger that this
can involve forms of cultural imperialism whereby local traditions are ignored or subjugated. There is a need for developing nations to recognise and
value the traditions and practices from their own cultures and assess the extent to which they are compatible with borrowings from other nations. Such
processes require a sophisticated degree of reflective analysis to determine potential compatibilities and conflicts. This is an alternative to unmediated
cultural borrowing, cloning, and hybridization. Western leadership scholars who work in such contexts have some responsibility to address this
interaction instead of blithely offering practices and recipes from their metropolitan world views.
The final proposition is that there is a need to develop models and practices for intercultural dynamics which are responsive to intercultural
complexity. When these are thoroughly developed there will be clear implications for education.
The unique features of this book include;
• It introduces a new theoretical perspective on leadership and intercultural issues which builds upon the previous work of
cross-cultural theorists from previous decades in educational leadership discourse
• It will explore the three primary contexts for leadership and intercultural interaction; with indigenous communities in
nation states, with multicultural communities in nation states and with international education and development programs
• The book will draw upon a variety of authors from across the globe; from
Australia, Britain, Canada, China, Fiji, Hong Kong, Mexico Sweden and the
• The book will provide opportunities for the development of comparative and
wide ranging perspectives within specific fields. For instance students will be
able to compare issues related to indigenous education in New Zealand,
Canada and Fiji. Multicultural perspectives can be informed by experiences
from Britain, Canada and the US. One of the strong chapters in the book is on
A First Nation leadership program in the US. International programs can be
compared from contexts as diverse as Bellarus, China and Pacific Islands.
• As such the book will supplement and challenge the mono-cultural texts
which tend to dominate leadership preparation programs in both developed
and developing nations.
The intended audience for this book includes academics and students in the fields of
education, health, public administration and community development in both the developed
and developing world. It will also appeal to practitioners in national state and local sites
who operate in intercultural contexts.
|Produto sob encomenda||Sim|
|Marca||Information Age Publishing POD|
|Ano da edição||2009|
|Número de Páginas||364|
|Autor||Collard,John; Anthony H Normore|