Ahnee-Benham, M.K.P., Napier, L.A. (2002). An alternative perspective of educational leadership for change. Reflections on native/indigenous ways of knowing. In K.A.Leithwood& P.Hallinger (eds.) Second International Handbook of Educational Leadership and Administration (pp. 133-165)
The article by Ahnee-Benham& Napier (2002) is dedicated to considering traditional and new ways of applying indigenous knowledge in order to improve the understanding of educational leadership. In this regard, the article has three major aims. Firstly, it attempts to locate, systematize and discuss leadership theory and practice, as understood and practiced in various indigenous communities. Secondly, an important task of the research is contrast contemporary vision of leadership vis-à-vis the ones, contained in indigenous body of knowledge. Finally, the author aims to discuss the way indigenous knowledge in the field of leadership can be applied to the issue of school organization.
The paper is organized in a way that allows for differentiating between different types of indigenous knowledge, according to the geographic location (Southern, Eastern etc.). Thus, it becomes possible to distinguish between non-native (Western) perception of leadership and the ones, dominating in different communities. Importantly, leadership tends to be viewed within the context of native community, culture and language. The authors manage to single out a range of further steps, necessary to use the findings of the study to promote non-native knowledge in the communities. They include capacity-building of native/indigenous communities, emphasizing intergenerational focus, development of partnerships with schools and the development of oral life history (Ahnee-Benham& Napier, 2002, pp.16-161).
Starr, K.E. (2014). Interrogating conceptions of leadership: school principals, policy and paradox. School Leadership and Management, 34(3), pp.224-236
The article by K.E. Starr (2014) is dedicated to analyzing the understanding of educational leadership, as developed by Australian school principals. The article is based on interviews with 100 principals that helped the author reveal a range of ideas, problems and contradictions in relation to distributed leadership in education (specially, regarding the discrepancies between theory and practice). As opposed to leadership itself, distributed leadership focuses on interactions of individuals under particular situation, rather than traits and behavior of a leader. It is emphasized that the concept of distributed leadership is appealing for school environment, because it helps to ensure the utilization of skills and talent and ensure strengthened commitment to work and engagement. Distributed leadership tends to challenge the traditional concept of leadership, characterized by centralized system of decision-making, universal policies and procedures, as well as hierarchical structures (Starr, 2014, p.226). Thus, it is crucial to find out an extent to which the transfer to distributed leadership is possible by assembling the visions of school principals and distinguishing their professional learning needs. The study was based on grounded theory-building. During the interviews, school principals were asked to produce the definitions of leadership, describe the qualities and traits, inherent for leaders and discuss leadership beyond classroom. In most general terms, it was found that school principals tend to emphasize the link between leadership and power and perceive distributed leadership in a non-systemic way, dealing with the classroom only.
The findings of the study revealed a significant gap that exists between the scholarly understandings of distributed leadership (including its advantages as regards traditional leadership) and the ones, prevailing in the minds of school principals in Australia. It is also claimed that distributed forms of leadership are unlikely to be implemented in Australia under modern circumstances.
In this regard, it is worth emphasizing the danger of trying to establish absolute truth about leadership. Therefore, it is still possible to suppose that transformation types of leadership (located at the crossroads of traditional and distributed leadership) can gradually emerge in Australia, if specific training and learning are ensured.
References
Ahnee-Benham, M.K.P., Napier, L.A. (2002). An alternative perspective of educational leadership for change. Reflections on native/indigenous ways of knowing. In K.A.Leithwood& P.Hallinger (eds.) Second International Handbook of Educational Leadership and Administration (pp. 133-165)
Starr, K.E. (2014). Interrogating conceptions of leadership: school principals, policy and paradox. School Leadership and Management, 34(3), pp.224-236
