Multiculturality and Educational Leadership in Public Schools: A Systematic Review

Keywords: multiculturalism, educational leadership, public schools, diversity, cultural context, educational context


Purpose: The objective of this paper is to analyze, through a systematic review, the scientific production regarding the intersection of multiculturalism and leadership in school contexts. Method. Key studies exploring the intersection of both phenomena in public schools are identified, the objectives of the reviewed studies are classified, and the studies are categorized according to their main bibliometric attributes, conceptual approximations to multiculturalism, and positions associated with leadership roles. The review considered 104 documents published in the last 25 years (1994-2019), employing the PRISMA methodology. Results. Results allow the identification of tendencies and challenges for educational research in this field, among which it stands out that most studies focus both on the discourses of school communities facing their problems and on the decision-making processes or actions conducted in these contexts. Likewise, it is noticeable that scientific production is concentrated in anglophone countries (68%), predominantly reporting studies carried out in the US. Similarly, a large proportion of studies address multiculturalism from perspectives centered in indigenous-related topics and identify leadership roles associated with directive/management teams. Conclusions. These results show the need for more studies in scarcely addressed dimensions, particularly considering multiculturalism from the perspective of gender or socioeconomic diversity, as well as addressing school leadership more decisively regarding the role of teachers, considering increasingly more diverse educational scenarios.  

Author Biographies

Juan Pablo Queupil, Universidad Católica Silva Henríquez

Doctor en Educación de la Universidad Estatal de Pennsylvania, Estados Unidos. Actualmente es académico e investigador de la Universidad Católica Silva Henríquez (UCSH), y Director del Centro de Investigación para la Transformación SocioEducativa (CITSE), en Chile. También es docente del Magíster en Educación de UCSH. Sus intereses de incluyen: gestión y liderazgo educacional, justicia socioeducativa y política educacional.

Carolina Cuéllar, Universidad Católica Silva Henríquez

Doctora en Educación. Actualmente es académica e investigadora de la Universidad Católica Silva Henríquez (UCSH) y directora de la Escuela de Investigación y Postgrado en esta misma institución. También es docente del Magíster en Educación de UCSH. Sus intereses de incluyen: liderazgo educacional, política educativa y desarrollo profesional docente.

Javiera Ravest, Universidad Católica Silva Henríquez

Socióloga de la Universidad de Chile. Actualmente es asistente de investigación de la Facultad de Educación de la Universidad Católica Silva Henríquez (UCSH) y Coordinadora de Análisis de la Unidad de Género de la Vicerrectoría de Investigación y Desarrollo de la Universidad de Chile. Sus intereses de investigación son: equidad e inclusión en educación superior, género y diversidad. 

Catalina Cuenca, Universidad Católica Silva Henríquez

M.S.Ed. en Lectura, Escritura y Literacidad de la Universidad de Pennsylvania, Estados Unidos. Actualmente es asistente de investigación de la Universidad Católica Silva Henríquez (UCSH) y la Universidad de Chile. Sus intereses de investigación incluyen: literacidad crítica; indagación docente; formación docente para la justicia social; y política educativa.


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How to Cite
Queupil, J., Cuéllar, C., Ravest, J., & Cuenca, C. (2023). Multiculturality and Educational Leadership in Public Schools: A Systematic Review. Revista Electrónica Educare, 27(1), 1-24.
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