Multiculturality and Educational Leadership in Public Schools: A Systematic Review

Authors

DOI:

https://doi.org/10.15359/ree.27-1.14452

Keywords:

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

Abstract

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.

References

Aguado Ondina, T. (2004). Investigación en educación intercultural. Educatio, 22, 39-57. https://revistas.um.es/educatio/article/view/98

*Andersen, F. C. y Ottesen, E. (2011). School leadership and ethnic diversity: Approaching the challenge. Intercultural Education, 22(4), 285-299. https://doi.org/10.1080/14675986.2011.617422

Anderson, M. (2012). The struggle for collective leadership: Thinking and practice in a multi-campus school setting. Educational Management Administration & Leadership, 40(3), 328-342. https://doi.org/10.1177/1741143212436955

*Anoee, N. Q., Tulloch, S., Arreak-Kullualik, J., Wheatley, K. y McAuley, S. (2017). (Re)invigorating family and community leadership in Inuit bilingual education. AlterNative: An International Journal of Indigenous Peoples, 13(1), 2-10. https://doi.org/10.1177/1177180116689025

Ball, S. J., Maguire, M. y Braun, A. (2011). How Schools Do Policy: Policy Enactments in Secondary Schools. Routledge.

Banks, J. A. y McGee Banks, C. (eds.) (2010). Multicultural Education: Issues and Perspectives (7.a ed.). Wiley & Sons.

Bascia, N., Carr-Harris, S., Fine-Meyer, R. y Zurzolo, C. (2014). Teachers, curriculum innovation and policy formation. Curriculum Inquiry, 44(2), 228-248. https://doi.org/10.1111/curi.12044

Beckett, G. H. y MacPherson, S. (2005). Researching the impact of English on minority and indigenous languages in non-Western contexts. TESOL Quarterly, 39(2), 299-307. https://doi.org/10.2307/3588312

*Bermejo-Paredes, S. y Maquera-Maquera, Y. (2019). Interpretación de la escuela rural andina en comunidades aimaras de Puno-Perú. Revista Electrónica Educare, 23(2), 1-15. https://doi.org/10.15359/ree.23-2.4

*Berryman, M. y Lawrence, D. (2017). The importance of leaders’ discursive positioning in neocolonial education reform aimed at closing the disparities for indigenous peoples. En D. Waite e I. Bogotch (eds.), The Wiley International Handbook of Educational Leadership (pp. 335-353). https://doi.org/10.1002/9781118956717.ch18

Bolívar, A., López Yáñez, J. y Murillo, F. J. (2014). Liderazgo en las instituciones educativas. Una revisión de líneas de investigación. Revista Fuentes, (14), 15-60. https://idus.us.es/handle/11441/33743;jsessionid=38CA7754A8D9936F2C22AC722C9BE2F5

*Carpenter, V. M. y McMurchy-Pilkington, C. (2008). Cross-cultural researching: Māori and Pākehā in Te Whakapakari. Qualitative Research, 8(2), 179-196. https://doi.org/10.1177/1468794107087480

*Carro Olvera, A., Hernández Hernández, F., Lima Gutiérrez, A., Carrasco Lozano, M. E. y Ramírez, E. (2013). Desigualdad, exclusión y oportunidades educativas en la región otomí del estado de Tlaxcala. Nova Scientia, 6(11), 291-310. http://novascientia.delasalle.edu.mx/ojs/index.php/Nova/article/view/84/39

*Cooper, C. E. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly, 45(5), 694-724. https://doi.org/10.1177/0013161x09341639

*Cuevas López, M. (2008). School management in multicultural contexts. International Journal of Leadership in Education, 11(1), 63-82. https://doi.org/10.1080/13603120701308439

*D’amico, D., Pawlewicz, R. J., Earley, P. M. y McGeehan, A. P. (2017). Where are all the black teachers? Discrimination in the Teacher Labor Market. Harvard Educational Review, 87(1), 26-49. https://doi.org/10.17763/1943-5045-87.1.26

*Diem, S., Holme, J. J., Edwards, W., Haynes, M. y Epstein, E. (2018). Diversity for whom? Gentrification, demographic change, and the politics of school integration. Educational Policy, 33(1), 16-43. https://doi.org/10.1177/0895904818807316

Finfgeld-Connett, D. (2014). Use of content analysis to conduct knowledge-building and theory-generating qualitative systematic reviews. Qualitative Research, 14(3), 341-352. https://doi.org/10.1177/1468794113481790

*Fletcher, J., Grimley, M., Greenwood, J. y Parkhill, F. (2013). Raising reading achievement in an ‘at risk’, low socioeconomic, multicultural intermediate school. Journal of Research in Reading, 36(2), 149-171. https://doi.org/10.1111/j.1467-9817.2011.01497.x

*Fortes de Almeida, P. y de Fátima e Silva, R. (2014). A retomada da educação escolar pelos índios Pankará. Polis, 13(38), 89-105. https://doi.org/10.4067/s0718-65682014000200005

Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469-484. https://doi.org/10.1080/0268093980130402

Gómez Fernández, R. y Siry, C. (2018). ‘Opening up’ a science task: An exploration of shifting embodied participation of a multilingual primary student. International Journal of Science Education, 40(7), 771-795. https://doi.org/10.1080/09500693.2018.1447709

*Gorete Neto, M. (2014). Bilingual education, indigenous language and culture: The case of Apyãwa Tapirapé. Revista Brasileira de Linguística Aplicada, 14(2), 335-351. https://doi.org/10.1590/s1984-63982014000200006

Grant, C. A. (2016). Depoliticization of the language of social justice, multiculturalism, and multicultural education. Multicultural Education Review, 8(1), 1-13. https://doi.org/10.1080/2005615X.2015.1133175

*Grissom, J., Mitani, H. y Blissett, R. (2017). Principal licensure exams and future job performance: Evidence from the school leaders assessment. Educational Evaluation and Policy Analysis, 39(2), 248-280. https://doi.org/10.3102/0162373716680293

Guilherme, M. y Dietz, G. (2015). Difference in diversity: Multiple perspectives on multicultural, intercultural, and transcultural conceptual complexities. Journal of Multicultural Discourses, 10(1), 1-21. https://doi.org/10.1080/17447143.2015.1015539

*Henderson, D., Carjuzaa, J. y Ruff, W. G. (2015). Reconciling leadership paradigms: Authenticity as practiced by American Indian school leaders. International Journal of Multicultural Education, 17(1), 211-231. https://doi.org/10.18251/ijme.v17i1.940

*Hernández, F. y Marshall, J. (2017). Auditing inequity: Teaching aspiring administrators to be social justice leaders. Education and Urban Society, 49(2), 203-228. https://doi.org/10.1177/0013124516630598

*Heystek, J. y Lumby, J. (2011). Identity and diversity: A case study of leaders in a South African primary school. Education as Change, 15(2), 331-343. https://doi.org/10.1080/16823206.2011.619995

*Hindle, R., Hynds, A., Averill, R., Meyer, L. y Faircloth, S. (2017). An ontological perspective on the development of home-school partnership relationships with indigenous communities. The Australian Journal of Indigenous Education, 46(1), 92-103. https://doi.org/10.1017/jie.2016.16

*Hynds, A., Averill, R., Penetito, W., Meyer, L., Hindle, R. y Faircloth, S. (2016). Examining the impediments to Indigenous strategy and approaches in mainstream secondary schools. International Journal of Leadership in Education, 19(5), 534-556. https://doi.org/10.1080/13603124.2015.1051130

Jeevanantham, L. S. (2001). In search of ‘cultures’ for multicultural education. Pedagogy, Culture & Society, 9(1), 45-56. https://doi.org/10.1080/14681360100200106

Khalifa, M. A., Khalil, D., Marsh, T. E. J. y Halloran, C. (2018). Toward an indigenous, decolonizing school leadership: A literature review. Educational Administration Quarterly, 55(4), 571-614. http://doi.org/10.1177/0013161x18809348

Khan, H. U. R., Khan, A., Zaman, K., Nabi, A. A., Hishan, S. S. e Islam, T. (2017). Gender discrimination in education, health, and labour market: A voice for equality. Quality & Quantity, 51(5), 2245-2266. https://doi.org/10.1007/s11135-016-0384-4

Kyngäs, H. (2020). Inductive content analysis. En H. Kyngäs, K. Mikkonen y M. Kääriäinen (eds.), The Application of Content Analysis in Nursing Science Research (pp. 13-21). Springer. https://doi.org/10.1007/978-3-030-30199-6_2

*Kitchen, M., Gray, S. y Jeurissen, M. (2016). Principals’ collaborative roles as leaders for learning. Leadership and Policy in Schools, 15(2), 168-191. https://doi.org/10.1080/15700763.2015.1031255

Ladson-Billings, G. y Tate, W. F. (eds.). (2006). Education Research in the Public Interest: Social Justice, Action, and Policy. Teachers College Press.

Leithwood, K., Day, C., Sammons, P., Harris, A. y Hopkins, D. (2006). Successful School Leadership. What It Is and How It Influences Pupil Learning. NCSL. http://www.nysed.gov/common/nysed/files/principal-project-file-55-successful-school-leadership-what-it-is-and-how-it-influences-pupil-learning.pdf

Leithwood, K., Harris, A. y Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077

Li, N. (2005). Speaking from otherness: A new perspective on U.S. diversity and suggestions to educational equality. Multicultural Perspectives, 7(3), 36-41. https://doi.org/10.1207/s15327892mcp0703_7

*Macdonald, M.-A., Gringart, E., Ngarritjan Kessaris, T., Cooper, M. y Gray, J. (2018). A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia. Australian Journal of Education, 62(2), 192-216. https://doi.org/10.1177/0004944118776762

*Madsen, J., Mabokela, R. O. y Luévanos, E. A. (2019). School context: Implications for teachers of color. Equality, Diversity and Inclusion: An International Journal, 38(1), 56-70. https://doi.org/10.1108/edi-02-2018-0031

*McGrath, K. F. (2019). When female leaders outnumber men: The decline of male school principals in Australia. Journal of Gender Studies, 29(5), 1-9. https://doi.org/10.1080/09589236.2019.1642739

*Medina, M. M. y Hecht, A. C. (2015). Debates around the law of Public Education of Bilingual Intercultural Indigenous Community Management in Chaco. Praxis Educativa, 19(2), 34-42. https://cerac.unlpam.edu.ar/index.php/praxis/article/view/1038/967

*Menken, K. y Solorza, C. (2015). Principals as linchpins in bilingual education: The need for prepared school leaders. International Journal of Bilingual Education and Bilingualism, 18(6), 676-697. https://doi.org/10.1080/13670050.2014.937390

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. y PRISMA-P Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1-9. https://doi.org/10.1186/2046-4053-4-1

Moliner, L., Moliner, O. y Sales, A. (2010). Conocer la cultura de un centro y las miradas del profesorado sobre la diversidad sociocultural y personal de la comunidad como punto de arranque para la transformación educativa. Culture and Education, 22(3), 283-296. https://doi.org/10.1174/113564010804932193

*Moss, J., O’Mara, J. y McCandless, T. (2017). School leadership and intercultural understanding: School foyers as situated spaces for doing diversity. International Journal of Inclusive Education, 21(9), 956-973. https://doi.org/10.1080/13603116.2017.1324527

Newman, M. y Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. En O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond y K. Buntins (eds.), Systematic Reviews in Educational Research (pp. 3-22). Springer. https://doi.org/10.1007/978-3-658-27602-7_1

*Norberg, K. (2017). Educational leadership and im/migration: Preparation, practice and policy – the Swedish case. International Journal of Educational Management, 31(5), 633-645. https://doi.org/10.1108/ijem-08-2016-0162

*Normore, A. H. y Jean‐Marie, G. (2008). Female secondary school leaders: At the helm of social justice, democratic schooling and equity. Leadership & Organization Development Journal, 29(2), 182-205. https://doi.org/10.1108/01437730810852515

*Ogden, S. B. (2017). Becoming an Educational Leader for Social Justice: A Micro/Meso/Macro Examination of a Southern U.S. Principal. Research in Educational Administration & Leadership, 2(1), 54-76. https://dergipark.org.tr/en/pub/real/issue/31275

Parthenis, C. y Fragoulis, G. (2016). “Otherness” as threat: Social and educational exclusion of Roma people in Greece. International Journal of Multicultural Education, 18(2), 39-67. https://doi.org/10.18251/ijme.v18i2.1132

*Payne, E. C. y Smith, M. J. (2018). Refusing relevance: School administrator resistance to offering professional development addressing LGBTQ issues in schools. Educational Administration Quarterly, 54(2), 183-215. https://doi.org/10.1177/0013161x17723426

Race, R. (2011). Multiculturalism and Education. Continuum.

*Riley, T. y Webster, A. (2016). Principals as literacy leaders with Indigenous communities (PALLIC) building relationships: one school’s quest to raise Indigenous learners’ literacy. Teaching Education, 27(2), 136-155. https://doi.org/10.1080/10476210.2015.1049261

*Robinson, D. V. (2017). Collaborative partnerships between high poverty and minority parents and educational leaders: Reversing the school and home divide. Journal for Multicultural Education, 11(1), 2-18. https://doi.org/10.1108/jme-11-2015-0035

Rosado-May F. J., Cuevas-Albarrán V. B. y Jiménez Pat, N.F. (2020). Intercultural leadership: An indigenous perspective in a multicultural world. En S. Dhiman y J. Marques (eds.), New Horizons in Positive Leadership and Change. A Practical Guide for Workplace Transformation (pp. 285-311). Springer. https://doi.org/10.1007/978-3-030-38129-5_16

*Rose, A. (2018). The role of teacher agency in refugee education. The Australian Educational Researcher, 46(2), 75-91. https://doi.org/10.1007/s13384-018-0280-0

*Rynne, S. (2016). Exploring the pedagogical possibilities of Indigenous sport-for-development programmes using a socio-personal approach. Sport, Education and Society, 21(4), 605-622. https://doi.org/10.1080/13573322.2015.1107830

Santamaría, L. J. (2014). Critical change for the greater good: Multicultural perceptions in educational leadership toward social justice and equity. Educational Administration Quarterly, 50(3), 347-391. https://doi.org/10.1177/0013161X13505287

*Sather, S. E. (1999). Leading, lauding, and learning: Leadership in secondary schools serving diverse populations. The Journal of Negro Education, 68(4), 511-528. https://doi.org/10.2307/2668151

Seidlhofer, B. (2003). A concept of international English and related issues: From ‘real English’ to ‘realistic English’? Council of Europe. https://rm.coe.int/a-concept-of-international-english-and-related-issues-from-real-englis/168088782f

*Shah, S. (2009). Muslim learners in English schools: A challenge for school leaders. Oxford Review of Education, 35(4), 523-540. https://doi.org/10.1080/03054980903112557

*Shay, M. y Heck, D. (2015). Alternative education engaging Indigenous young people: Flexi Schooling in Queensland. The Australian Journal of Indigenous Education, 44(1), 37-47. https://doi.org/10.1017/jie.2015.8

*Sherris, A., Sulemana, O. S., Alhassan, A., Abudu, G. y Karim, A.-R. (2014). School for life in Ghana: Promoting literate opportunities for rural youth. Journal of Multilingual and Multicultural Development, 35(7), 692-708. https://doi.org/10.1080/01434632.2014.908891

Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education, 17(8), 895-907. https://doi.org/10.1080/13603116.2011.602534

*Smythe, S. y Toohey, K. (2009). Investigating sociohistorical contexts and practices through a community scan: A Canadian Punjabi-Sikh example. Language and Education, 23(1), 37-57. https://doi.org/10.1080/09500780802152887

*Soler, D., González-Davies, M. e Iñesta, A. (2017). What makes CLIL leadership effective? A case study. ELT Journal, 71(4), 478-490. https://doi.org/10.1093/elt/ccw093

Spillane, J. P. (2012). Distributed Leadership. Wiley & Sons.

*Strachan, J. (1999). Feminist educational leadership in a New Zealand neo‐liberal context. Journal of Educational Administration, 37(2), 121-138. https://doi.org/10.1108/09578239910262962

Tardy, C. (2004). The role of English in scientific communication: Lingua franca or Tyrannosaurus rex? Journal of English for Academic Purposes, 3(3), 247-269. https://doi.org/10.1016/j.jeap.2003.10.001

*Theoharis, G. y Haddix, M. (2011). Undermining racism and a whiteness ideology: White principals living a commitment to equitable and excellent schools. Urban Education, 46(6), 1332-1351. https://doi.org/10.1177/0042085911416012

Tuzel, S. y Hobbs, R. (2017). El uso de las redes sociales y la cultura popular para una mejor comprensión intercultural. Comunicar, 25(51), 63-72. https://doi.org/10.3916/C51-2017-06

*Ullman, J. (2018). Breaking out of the (anti)bullying ‘box’: NYC educators discuss trans/gender diversity-inclusive policies and curriculum. Sex Education. Sexuality, Society and Learning, 18(5), 495-510. https://doi.org/10.1080/14681811.2018.1431881

United Nations Statistics Division (UNStats) (2017). SDG Indicators: Regional groupings used in report and statistical annex. United Nations Statistical Commission. https://unstats.un.org/sdgs/indicators/regional-groups/

*Viçosa, R. M. O. y Menezes, A. L. T. (2015). Differentiated Guarani schools: Aspects concerning Seminal and Occidental living. Holos, 31(8), 180-189. https://doi.org/10.15628/holos.2015.2430

Viveros Vigoya, M. (2016). La interseccionalidad: Una aproximación situada a la dominación. Debate Feminista, 52, 1-17. https://doi.org/10.1016/j.df.2016.09.005

*Welton, A. (2013). Even more racially isolated than before: Problematizing the vision for “diversity” in a racially mixed high school. Teachers College Record, 115(11), 1-42. https://doi.org/10.1177/016146811311501102

*Wiemelt, J. y Welton, A. (2015). Challenging the dominant narrative: Critical bilingual leadership (liderazgo) for eemergent bilingual latin@ students. International Journal of Multicultural Education, 17(1), 82-101. http://dx.doi.org/10.18251/ijme.v17i1.877

*Wilson, C. y Johnson, L. (2015). Black educational activism for community empowerment: International leadership perspectives. International Journal of Multicultural Education, 17(1), 102-120. https://doi.org/10.18251/ijme.v17i1.963

*Wright, T. y Smith, N. J. (2015). A Safer Place? LGBT educators, school climate, and implications for administrators. The Educational Forum, 79(4), 394-407. https://doi.org/10.1080/00131725.2015.1068901

*Zanoni, K. (2017). Kenyan girls as agents of peace: Enhancing the capacity of future women peacebuilders. Research in Comparative and International Education, 12(1), 110-126. https://doi.org/10.1177/1745499917696410

Zembylas, M. e Iasonos, S. (2010). Leadership styles and multicultural education approaches: An exploration of their relationship. International Journal of Leadership in Education, 13(2), 163-183. https://doi.org/10.1080/13603120903386969

Published

2023-01-01

How to Cite

Multiculturality and Educational Leadership in Public Schools: A Systematic Review (J. P. Queupil, C. Cuéllar, J. Ravest, & C. Cuenca , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-24. https://doi.org/10.15359/ree.27-1.14452

Issue

Section

Journal Articles (Peer Reviewed Section)

How to Cite

Multiculturality and Educational Leadership in Public Schools: A Systematic Review (J. P. Queupil, C. Cuéllar, J. Ravest, & C. Cuenca , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-24. https://doi.org/10.15359/ree.27-1.14452

Comentarios (ver términos de uso)