Full Description
In light of a new wave of globalisation, cultural mobility, and criticism of Anglo-American domination, how must educational administrators and leaders respond to the challenges of internationalising their curricula and accommodating diversity?
This edited collection offers conceptual frameworks, models, theoretical approaches, and strategies that can inform and guide the development of a genuinely international curriculum. Offering an in-depth look at cases in countries such as Sweden, the US and UK, Turkey, Oman, Cameroon, the United Arab Emirates, Bahrain, and Australia, the authors investigate how factors such as institutional culture, faculty recruitment and development, learning styles, accreditation and standards, political orientation, policy, and availability of financial resources may either facilitate or inhibit the internationalisation of the curriculum. The collection also includes broader international issues of diverse humanisms, postcolonial issues, and corruption, fraud and abuse in internationalisation that has occurred that need to be addressed in educational administration and leadership curricula to improve internationalisation.
Acknowledging the need for a much broader set of cultural traditions within which educational administrators and leaders are equipped to function, this book provides a critical insight into how they might navigate the challenges of creating a truly international curriculum.
Contents
Chapter 1. Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions; Eugenie A. Samier, Eman ElKaleh, and Waheed Hammad
Section 1: Theoretical Foundations and Critiques
Chapter 2. Humanistic Knowledge Traditions that can Inform Educational Administration and Leadership Curricula: Ancient, Islamic, Confucian, Buddhist, and European Approaches; Eugenie A. Samier and Waheed Hammad
Chapter 3. Conceptions of Internationalisation Challenging Dominant Knowledge Traditions: Critical and Postcolonial Approaches to Educational Administration Curriculum and Pedagogy; Eugenie A. Samier
Chapter 4. Internationalisation Models and Strategies in Higher Education: A Conceptual Model for Internationalising the Curriculum; Eman S. ElKaleh
Chapter 5. Towards an Educational Administration Curriculum that Addresses Maladministration in Internationalised Higher Education; Peter Milley and Éliane Dulude
Section 2: Country Cases
Chapter 6. Aligning "International" Standards with "National" Educational Leadership Preparation Needs: The Case of a Masters' Programme in Oman; Waheed Hammad and Aisha Salim Ali Al-Harthi
Chapter 7. Mapping the Terrain of Training and Appointment of Educational Leaders in the Turkish Context: An Historical Perspective; Ali Çağatay Kılınç, Emre Er, and Kadir Beycioglu
Chapter 8. Rethinking Knowledge Hierarchies in Teaching Educational Leadership to International Students; Bev Rogers
Chapter 9. Educational administration and leadership in Greece and the UK: A comparative study on the interplay between the policy context and the relevant postgraduate courses in the two countries; Evangelia Papaloi, Kostas Dimopoulos, and Christos Koutsambelas
Chapter 10. To achieve Gender Equality in Organisations: A Swedish case on an Important Aspect of Educational Leadership; Ulrika Haake
Chapter 11. African Philosophies of Education and their Relevance in Developing an International Leadership Curriculum: A Guide for Educational Systems, Schools and School Leaders; Frederick Ebot Ashu
