| Popis: |
With the help of a reanalysis of four selected case studies that were originally edited by Michael Cowie (2011), evolving challenges for new principals at culturally and linguistically diverse schools in Australia (Wildy & Clarke in Cowie 2011), Canada (Purvey & Webber in Cowie 2011), East-Timor (Macpherson in Cowie 2011) and South Africa (Mentz in Cowie 2011) are examined. Also, their ways of applying their intercultural competencies when tackling these challenges are studied. To do so, the Intercultural Competence model of Jurgen Bolten (2006, 2012) is used as a conceptual framework, and the qualitative content analysis suggested by Philip Mayring (2015) serves as a methodological tool. The analysis shows that all four new principals required an increased level of role distance, empathy, flexibility, open-mindedness and ambiguity tolerance to be eligible for the leadership position and to succeed in their new jobs. These essential components of Intercultural Competence should thus be fostered in educational leadership training programs for principal preparation in culturally and linguistically diverse school contexts. |
