Educational Leadership, Improvement and Change: Discourse and Systems in Europe PDF
Preview Educational Leadership, Improvement and Change: Discourse and Systems in Europe
PALGRAVE STUDIES ON LEADERSHIP AND LEARNING IN TEACHER EDUCATION SERIES EDITORS: MARIA ASSUNÇÃO FLORES · THUWAYBA AL BARWANI Educational Leadership, Improvement and Change Discourse and Systems in Europe Edited by Lejf Moos · Nikša Alfi rević JJJuuurrriiicccaaa PPPaaavvviiičččiiiććć ··· AAAnnndddrrreeejjj KKKooorrreeennn LLjjiilljjaannaa NNaajjeevv ČČaaččiijjaa Palgrave Studies on Leadership and Learning in Teacher Education Series Editors Maria Assunção Flores Institute of Education University of Minho Braga, Portugal Thuwayba Al Barwani College of Education Sultan Qaboos University Al Khod, Muscat, Oman The series focuses on original and research informed writing related to teachers and leaders’ work as it addresses teacher education in the 21st century. The editors of this series adopt a more comprehensive definition of Teacher Education to include pre-service, induction and continuing professional development of the teacher. The contributions will deal with the challenges and opportunities of learning and leading in teacher education in a globalized era. It includes the dimensions of practice, policy, research and university school partnership. The distinctiveness of this book series lies in the comprehensive and interconnected ways in which learning and leading in teacher education are understood. In the face of global challenges and local contexts it is important to address leadership and learning in teacher education as it relates to different levels of education as well as opportunities for teacher candidates, teacher educators education leaders and other stakeholders to learn and develop. The book series draws upon a wide range of methodological approaches and epistemological stances and covers topics including teacher education, professionalism, leadership and teacher identity. More information about this series at http://www.palgrave.com/gp/series/16190 Lejf Moos • Nikša Alfirevic ́ Jurica Pavicic • Andrej Koren ̌ ́ Ljiljana Najev Čacija ̌ Editors Educational Leadership, Improvement and Change Discourse and Systems in Europe Editors Lejf Moos Nikša Alfirević Danish School of Education Department of Management, Faculty Aarhus University of Economics, Business and Tourism Copenhagen, Denmark University of Split Split, Croatia Jurica Pavičić Department of Marketing, Faculty of Andrej Koren Economics and Business International School for Social and University of Zagreb Business Studies Zagreb, Croatia Celje, Slovenia Ljiljana Najev Čačija Department of Marketing, Faculty of Economics, Business and Tourism University of Split Split, Croatia ISSN 2524-7069 ISSN 2524-7077 (electronic) Palgrave Studies on Leadership and Learning in Teacher Education ISBN 978-3-030-47019-7 ISBN 978-3-030-47020-3 (eBook) https://doi.org/10.1007/978-3-030-47020-3 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover pattern © John Rawsterne/patternhead.com This Palgrave Pivot imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland F oRewoRd RemembeRing the histoRy For several years, much research has been devoted to the Europeanisation and globalization of education systems. A Global Education Reform Movement (GERM) is circulating internationally, supported by international organizations and agencies, which carry different political technologies: accountability, school improvement, New Public Management, evidence- based education, digitalization. However, these reforms as well as their related policies come to contrasting results. In addition, as this book demonstrates, understanding changes requires a retrospective outlook at the history of countries and education systems. Different paths of modernization have been chosen depending on specific legacies. The building of national identities and the development of the State have largely influenced the settlement of firm principles that still govern visions of citizenship, knowledge and inclusion. While school market and privatization are increasing worldwide, the social and civic dimension of European countries helps to resist this international trend. But in Northern as in Eastern Europe, countries face similarities in the implementation of accountability mechanisms, the strengthening of local autonomy and the decentralization of decision- making, while the renewal of the education professions is at stake. The top-down and bureaucratic type of school governance has shown some limits: other governing approaches are emerging without giving up the reduction of inequalities and social inclusion. v vi FOREWORD The book analyses these points of divergence and convergence in details through an informed comparison of the most recent trends in specific countries: Denmark, Norway, Lithuania, Croatia, Slovenia. This perspective makes it possible to relativize a conception of Europeanisation that would be limited to Western Europe. It also shows how some origi- nal solutions can be found in reforming education systems as opposed to autocratic and technocratic approaches that do not work. Among condi- tions for success, the implementation of an open, dynamic, interactive school leadership at local level is an essential asset. Provided that its cultural, social and political foundations are not forgotten. This book, which deepens our knowledge on European education and its constitu- ents, is a necessary and relevant contribution to the reflection about limits faced by instrumental policies that ignore historical and institu- tional contexts. Romuald Normand, Professor, University of Strasbourg, Faculty of Social Sciences, France. He works on comparative education policies and politics, school management and leadership, and Higher Education and research. He is editor of the Routledge series “European policy and politics in education” and convener of the network “sociologies of European education” of European Educational Research Association. CRitiCal analyses aRe needed Examples from five countries meet in this volume problematizing educa- tional leadership. Five countries with very different historical background, culture and prerequisites for education over time. Some are today part of the European Union and all are connected to the OECD. The comparison is built upon a shared frame with themes describing local conditions, practices and reflections. Much look the same on the surface, trends flow over the world and the international language can give a picture of similarities that occur are thus: what is possible to compare through, for example OECD’s choice of what is of importance? What is the heart of the education in everyday life in schools; how do educational leaders act and what is tolerated behind the classroom door? What is visible and not? Is there a hidden canon given by tradition and immaterial values also among countries that seem to have adopted the trend of measurement and competition? Why does faith in and for professions like principals and teachers vary between different stakeholders in different countries, and how does that affect the view of FOREWORD vii what is important in education? There is always a risk that we only value what we evaluate and not evaluate what we value, which is more difficult. It is indeed of importance that researchers conduct critical analysis of educational leadership in different countries including the invisible aspects of the profession. And even if the educational system, the education of principals and teachers, is of high quality, it is of importance to analyse the different contextual circumstances for each school and the gap between the goals for education and everyday life in society to build a scientific basis, which can stimulate a serious and public dialogue about the aim of education. Elisabet Nihlfors, Professor of Education with focus on leadership at Uppsala University, Sweden. She leads the research unit, Research in Educational Leadership (REL) at Uppsala University. Her research includes governance of schools, leadership, policymaking and democracy. Faculty of Social Sciences Romuald Normand University of Strasbourg, France Uppsala University, Sweden Elisabet Nihlfors a b bout the ook The book analyses and discusses the selected, critical concepts of policy and practice of educational leadership in five small European countries. From the area of South East Europe, Croatia and Slovenia were included, as examples of post-socialist countries, going through the processes of socio-economic transition, with Lithuania analysed as a comparable small country from the Baltic Region. In the North West of Europe, we have included experiences from additional two small European countries— Denmark and Norway. Analyses deal with the issues of convergence and divergence in the local educational leadership policies and practices are developing and emerging from traditional structures and discourses under global and regional influ- ences. National reports from the five selected countries contribute to the analysis of individual experiences, related to the development of education leadership and school improvement in small European countries. Additional chapters explore topics of interest, viewed from the European context. Those include the use of international benchmarking in educa- tion, inclusive education policies and practices, digital transformation and e-learning. In many ways this volume builds on the following Palgrave volumes: Alfirević, N., Burušić, J., Pavičić, J., & Relja, R. (Eds.). (2016). School Effectiveness and Educational Management. Towards a South-Eastern Europe Research and Public Policy Agenda. Palgrave Macmillan ix x ABOUT THE BOOK Ingþórsson, A. H., Alfirević, N., Pavičić, J., & Vican, D. (Eds.). (2019). Educational Leadership in Policy. Challenges and Implementation Within Europe. Palgrave Macmillan All three volumes study the development, the discourses and systems of educational leadership in diverse political settings within Europe, the question how are trans-n ational inspiration and influences being inter- preted and enacted in national systems and settings. Publishing all three volumes has been made possible by the financial assistance of the Ministry of Science and Education of the Republic of Croatia, through the support of the Croatian Scientific Centre of Excellence for School Effectiveness and Management (SCE—SEM).
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