Leading collective capacity in culturally diverse schools

Walker, A; Riordan, GP

Leading collective capacity in culturally diverse schools

Walker, A Riordan, GP

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: School Leadership and Management, 2010, 1, 30 (1), pp. 51 - 63
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Walker, A	en_US
dc.contributor.author	Riordan, GP	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	School Leadership and Management, 2010, 1, 30 (1), pp. 51 - 63	en_US
dc.identifier.issn	1363-2434	en_US
dc.identifier.uri	http://hdl.handle.net/10453/13876
dc.description.abstract	We discuss the ways leaders may nurture collective relationships within culturally diverse staff bodies. We organise our discussion around five key, interrelated issues. These are how leaders position themselves within the schools cultural milieu; how they structure work for collective capacity; understanding collective work; giving expression to cultural understandings, and avoiding stereotyping and essentialising.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	School Leadership and Management	en_US
dc.relation.isbasedon	10.1080/13632430903509766	en_US
dc.subject.classification	Education	en_US
dc.title	Leading collective capacity in culturally diverse schools	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	30	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.issue	1	en_US
pubs.volume	30	en_US

Abstract:

We discuss the ways leaders may nurture collective relationships within culturally diverse staff bodies. We organise our discussion around five key, interrelated issues. These are how leaders position themselves within the schools cultural milieu; how they structure work for collective capacity; understanding collective work; giving expression to cultural understandings, and avoiding stereotyping and essentialising.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/13876