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Educational Leadership: A Glocal Perspective

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Abstract:

This paper synthesizes and presents literature in support of the argument that the preparation and practice of educational leadership must be rethought in order to be relevant for 21st century schools. Specifically, we explore how the concept of glocalization (Courchene, 1995; Weber, 2007; Spring, 1998, 2008), a meaningful integration of local and global forces, can help educational leaders inform and enhance their pedagogy and practice. We suggest that contemporary educational leaders must develop glocal literacy in nine specific knowledge domains: political literacy (Cassel & Lo, 1997), economic literacy (Stevens & Weale, 2003), cultural literacy (Lechner & Boli, 2005), moral literacy (Normore & Doscher, 2007), pedagogical literacy (Maclellan, 2008), information literacy (Abdelaziz, 2004), organizational literacy (Earle & Kruse, 1999), spiritual and religious literacy (Dantley, 2005), and temporal literacy (Marx, 2006). Further, we explain that each of these domains of literacy is dynamic, ecologically interconnected, and can be influenced by the discrete agency of leaders (Capra, 1996).
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378309_index.html
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MLA Citation:

Brooks, Jeffrey. and Normore, Anthony. "Educational Leadership: A Glocal Perspective" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378309_index.html>

APA Citation:

Brooks, J. S. and Normore, A. H. "Educational Leadership: A Glocal Perspective" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378309_index.html

Publication Type: Symposium Paper
Abstract: This paper synthesizes and presents literature in support of the argument that the preparation and practice of educational leadership must be rethought in order to be relevant for 21st century schools. Specifically, we explore how the concept of glocalization (Courchene, 1995; Weber, 2007; Spring, 1998, 2008), a meaningful integration of local and global forces, can help educational leaders inform and enhance their pedagogy and practice. We suggest that contemporary educational leaders must develop glocal literacy in nine specific knowledge domains: political literacy (Cassel & Lo, 1997), economic literacy (Stevens & Weale, 2003), cultural literacy (Lechner & Boli, 2005), moral literacy (Normore & Doscher, 2007), pedagogical literacy (Maclellan, 2008), information literacy (Abdelaziz, 2004), organizational literacy (Earle & Kruse, 1999), spiritual and religious literacy (Dantley, 2005), and temporal literacy (Marx, 2006). Further, we explain that each of these domains of literacy is dynamic, ecologically interconnected, and can be influenced by the discrete agency of leaders (Capra, 1996).


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