The rhetoric and reality of leading the inclusive school: socio-cultural reflections on lived experiences

Article


Abawi, Lindy-Anne, Bauman-Buffone, Cheryl, Pineda-Baez, Clelia and Carter, Susan. 2018. "The rhetoric and reality of leading the inclusive school: socio-cultural reflections on lived experiences." Education Sciences. 8 (2), pp. 1-17. https://doi.org/10.3390/educsci8020055
Article Title

The rhetoric and reality of leading the inclusive school: socio-cultural reflections on lived experiences

ERA Journal ID200411
Article CategoryArticle
AuthorsAbawi, Lindy-Anne (Author), Bauman-Buffone, Cheryl (Author), Pineda-Baez, Clelia (Author) and Carter, Susan (Author)
Journal TitleEducation Sciences
Journal Citation8 (2), pp. 1-17
Number of Pages17
Year2018
PublisherMDPI AG
Place of PublicationSwitzerland
ISSN2227-7102
Digital Object Identifier (DOI)https://doi.org/10.3390/educsci8020055
Web Address (URL)http://www.mdpi.com/2227-7102/8/2/55
Abstract

This paper details a cross-cultural study of inclusive leadership practices within a basic education context in each of the following countries: Australia, Canada, and Colombia. Each school was selected after district educational leaders identified the school as being inclusive of students with diverse learning needs over an extended period of time. The researchers were particularly interested in the norms and assumptions that were evident within conversations because these were viewed as indicators of the nature of the embedded school culture within each context. School leaders and teachers were interviewed to determine the link between rhetoric and reality, and what inclusion ‘looked like’, ‘felt like’, and ‘sounded like’ at each site, and whether any discernible differences could be attributed to societal culture. A refractive phenomenological case study approach was used to capture the messages within each context and the lived experiences of the participants as they sought to cater for the needs of students. Data were collected from semi-structured interviews with school leaders and teaching staff. Each researcher conducted environmental observations, documenting the impressions and insights gained from the more implicit messages communicated verbally, non-verbally, and experientially from school structures, visuals, and school ground interactions. Themes were collated from the various narratives that were recounted. Both similarities and distinct socio-cultural differences emerged.

Keywordsschool leadership; school culture; diversity; inclusion; socio-cultural difference
ANZSRC Field of Research 2020390403. Educational administration, management and leadership
Byline AffiliationsSchool of Teacher Education and Early Childhood
University of La Sabana, Colombia
Faculty of Business, Education, Law and Arts
Institution of OriginUniversity of Southern Queensland
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