ERIC Number: ED431862
Record Type: RIE
Publication Date: 1999-Apr
Reference Count: N/A
Inclusive Leadership for Ethnically Diverse Schools: Initiating and Sustaining Dialogue.
This article explores the measures that administrators take, and can take, to promote inclusive practice in racially/ethnically diverse schools. It describes a study that examined how administrators initiate and sustain dialogue with their various school constituencies. Interviews were conducted with 35 administrators, most of whom were principals, and most of whom were from one large school district. Responses suggest that the principal's role, important in any school, is even more important in culturally diverse schools. Many of the principals interviewed believed that engaging in dialogue with all those associated with the school is important in diverse environments. Key elements of the dialogical relationship were identified as establishing connections with, listening to, learning from, and educating others. Principals in the study mentioned a number of techniques that they used to encourage dialogue, emphasizing attentive listening. Dialogue was seen to be a powerful vehicle for promoting the inclusion of diverse perspectives, views, values, and knowledge in the day-to-day operation of schools. (Contains 44 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23 1999).