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dc.contributor.authorDempster, Neil
dc.contributor.authorLovett, Susan
dc.contributor.authorFluckiger, Bev
dc.date.accessioned2017-07-17T03:35:58Z
dc.date.available2017-07-17T03:35:58Z
dc.date.issued2016
dc.identifier.issn1329-4539
dc.identifier.urihttp://hdl.handle.net/10072/341874
dc.description.abstractThis article addresses a simple question in a complex environment: How do principals and teachers when coming together in an unfamiliar cultural setting, such as an Indigenous community, identify the knowledge they have, and that they may yet need to work well in that environment? One answer is that they will need strategies to enable them to have full and frank discussions of the kind of professional and cultural issues they are likely to encounter. We illustrate this claim with reference to three important concepts from a selection of literature related to working in Indigenous contexts, concepts which informed the design of the Principals as Literacy Leaders with Indigenous Communities (PALLIC) Project. We then outline a strategy we used during that project to provide the circumstances for the creation of 'open intercultural space' in which traditional and Indigenous leadership practices ('both ways' leadership) were raised. To make our discussion of the strategy realistic in this article, we use simulated data to which we add a discussion technique called 'disciplined dialogue' showing the kind of conversations so essential to those who will need to work together in Indigenous environments. To conclude, we use a framework of concerns to ask a series of questions to help principals and teachers to reflect on their knowledge needs as they prepare themselves to work in unfamiliar cultural environments.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherThe Australian Council for Educational Leaders
dc.publisher.urihttp://www.acel.org.au/acel/ACELWEB/Publications/Leading___Managing.aspx
dc.relation.ispartofpagefrom34
dc.relation.ispartofpageto46
dc.relation.ispartofissue2
dc.relation.ispartofjournalLeading & Managing
dc.relation.ispartofvolume22
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode1303
dc.titleLeadership learning for unfamiliar cultural contexts
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2016 Australian Council for Educational Leaders (ACEL). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorDempster, Neil C.
gro.griffith.authorFluckiger, Bev
gro.griffith.authorLovett, Susan


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