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Collaborative leadership to subvert marginalisation: the workings of a socio-educational network in Los Asperones , Spain
Abstract
This article analyses the collaborative leadership of a network-based approach that seeks to subvert the social inequality suffered by the residents of Los Asperones (Málaga, Spain), where approximately one thousand people live in extreme exclusion. The network is made up of various socio-educational associations, schools and social services. The main techniques for collecting information were focus groups, interviews and observations. The sample was representative of all the groups living in the area and of the network members. The data were processed using Atlas.ti software. The results show the foundations, strategies and key challenges of the existing collaborative leadership in the network. The foundations include the commitment shared by the various agents involved; the recognition of the value of the other, and the pre-eminence of the ‘we’ perspective over the ‘I’ perspective; symptomatic of a move from an ‘ego’ leadership to an ‘eco’ leadership. The main methodological strategies employed were: trust, communication, co-responsibility and shared time and space. The lack of time and political dependencies were identified as the major challenges that could weaken or hinder the success of the network’s collaborative action.
... Si bien la idea de suelo escolar, en este artículo, se vincula con escuelas que se construyen desde la precariedad y en las periferias, podemos decir que se trata de una categoría que puede extrapolarse hacia otros contextos en la medida en que sirve como puntapié para analizar las lógicas y dinámicas propias de la vida en las instituciones del siglo xxi (Grinberg, 2008;Herrera-Pastor et al., 2019;Redondo, 2016;Sothwell, 2019). Nos referimos a escuelas que trabajan a la par de sus barrios con el único fin de cubrir las necesidades básicas, que ocupan el lugar de mediadoras frente el Estado para conseguir recursos y fondos, así como para atender las urgencias que se apilan a diario y en medio de las cuales los docentes van dando solidez a su tarea -incluso cuando atienden los problemas de sus estudiantes, que, al mismo tiempo, se vuelven problemas del barrio-. ...
Con el ánimo de problematizar la vida escolar y el resultado de las estancias en terreno en dos escuelas secundarias públicas emplazadas en contextos de pobreza, este artículo de investigación discutirá la categoría de suelo escolar para describir las condiciones materiales-estructurales, geográficas y simbólicas en las que es realizado el trabajo docente. Para ello, se tomarán cuatro entrevistas en profundidad a actores escolares de dos escuelas públicas de la provincia del Chaco. En ellas se evidencia que en este suelo escolar deben ser atendidas múltiples urgencias —aunque esto es así desde la misma constitución de la escuela pública y urbano-periférica en Argentina—. Sin embargo, aquí —al problematizar esta categoría— también analizaremos las maneras en las que estas instituciones se configuran como espacios democráticos —si no son los únicos— en la vida de sus estudiantes.
... (i) Characteristics and practices of inclusive leaders, especially addressing some forms of marginalisation such as socioeconomic, cultural, or ethnic vulnerability problems (Herrera-Pastor et al., 2019;León et al., 2018;Llorent-Bedmar et al., 2017, 2019López Yáñez et al., 2013;Luque and Lalueza, 2013;Miller, 2016;Moral et al., 2018aMoral et al., , 2018bMorales Ocaña et al., 2017) and in less quantity on physical disabilities or emotional vulnerabilities, even though there are exceptions (García-Rubio et al., 2014) EDUCA -International Catholic Journal of Education, n.º 8, 2022, pp. 113-131 . ...
Presently, the subordination of schools to mandates of standardisation, competitiveness and selectivity reinforces educational inequalities and widens educational gaps. This conceptual article tries to recall the need to improve social justice in schools and describe the role of principals in this regard. The article offers an analysis of three topics related to leadership for social justice: (i) the importance of equity and social justice as a reference for educational leadership, (ii) the type of educational leadership that leaders require for social justice, and (iii) educational leaders as agents for inclusion and equity, and strategies to fight inequity. Based on the literature analysis, the results highlight that leadership for social justice is needed more than ever, given the increasing complexity and diversity in the school context. They also highlight that social justice is related to a more democratic, distributed, and transformational school leadership. And show that leaders who are agents of change can benefit from leadership for social justice as it proposes a direction for transformation, prioritising the values of equity, justice, commitment, and cooperation. The paper finishes by providing some examples of change in Spain and suggesting recommendations for promoting social justice.
... Al igual que la familia es importante para promover procesos resilientes, recientes investigaciones también reivindican el papel fundamental que juegan en dichos procesos resilientes otras redes de apoyo socioeducativo más allá de la familia (Civís y Longás, 2015, Azorín, 2017 Ruiz-Román, Molina y Alcaide, 2019). Con estas redes de apoyo se hace referencia a las diversas comunidades socioeducativas, grupos, agentes o instituciones en los que se hacen presentes procesos educativos de una manera formal o no formal (Arnaiz, 2012, Herrera, Juárez y Ruiz-Román, 2019. Efectivamente, en estos ambientes se pueden generar procesos resilientes, dado que pueden constituirse en estructuras de apoyo y contextos privilegiados para la construcción de la resiliencia (Uriarte, 2006). ...
La resiliencia es un concepto que en los últimos años está teniendo cada vez mayor presencia en los ámbitos sociales y educativos de nuestro país. Aunque su uso es relativamente reciente en el contexto español, sin embargo es un concepto que viene siendo utilizado desde el ámbito de la práctica profesional y avalado por numerosas investigaciones en el contexto anglosajón. Este trabajo tiene como objetivo estudiar la evolución que este concepto ha tenido durante las últimas décadas. Este análisis pone de manifiesto que la resiliencia es un tópico controvertido y en plena construcción. En efecto, los resultados del estudio bibliográfico y conceptual sobre la resiliencia muestran la evolución que ha tenido el tema en las tres últimas décadas desde un enfoque de la resiliencia centrado en el individuo y las cualidades de la persona resiliente, hacia un enfoque más socioeducativo, que se preocupa por comprender todos los elementos culturales y comunitarios que emergen e interactúan en los procesos resilientes. A partir de todo este análisis, el artículo arroja algunas conclusiones para repensar y actualizar el modo de abordar las prácticas e investigaciones sobre resiliencia.
Resilience is a concept that in recent years has had an ever-increasing presence in social and educational settings in Spain. Although its use is relatively recent in the Spanish context, it has been used in professional practice and supported by extensive research in the English-speaking context. This paper aims to study the evolution of this concept over the last decades. Our analysis found that resilience is a controversial topic and is still being constructed. The outcomes of the literature review and the conceptual study on resilience showed that this issue has been evolving over the last three decades, moving from an individual-based approach to resilience, focused on the qualities of a resilient person, towards a more socio-educational focus, concerned with understanding all the cultural and community-based elements that emerge and interact in resilience processes. From this analysis, the paper delimits some conclusions aimed at rethinking and updating how resilience practices and research are addressed.
... They argue that the professional and bureaucratic authority of child protection workers and managers, operating within a highly structured context, may make it difficult as this can cause "irritation and anxiety among their co-actors, resulting in the perception of poor collaboration" (p. 1; see also Herrera-Pastor et al. 2019). ...
In this article, our intention is to provide an in-depth framework to inform the management of the inevitable complexity of day-to-day practice and supervision in child protection and welfare. It is based on what is now well evidenced about child protection and welfare literature in relation to risk, relationships, family support, supervision, and professional development. Using Ireland as a case example for illustration and application, we introduce an emerging framework based on a dualism of ‘protective support and supportive protection’ developed in previous work. We avail of Bronfenbrenner’s bio-ecological framework and network theories to progress this ongoing ‘work in progress’ to inform social work and social care practice and supervision in a global context as and where appropriate. We emphasize the importance of context specific approaches, the relevance of range of actors, practitioner and supervisor expertise through experience, and proactive partnership based engagement with children, families, and relevant communities in all aspects of service delivery, including evaluation. We reflect on the challenges and possible obstacles to how such a framework can inform practice and supervision. We argue that practitioners can best activate and apply the framework using a practice research approach.
The concept and practice of leadership is continuously evolving. In public administration literature, collaborative leadership is a serious discussion and collaborative leadership is encouraged to be applied at all levels of leadership including the leadership of the Regional Head. Waste management as a very serious public problem is a challenge to modern civilisation and Indonesia is one of the countries with the largest populations in the world, producing more than 19 million tons of waste in 2022, while Watampone is one of the cities in Indonesia that certainly contributes to the waste pile. As a developing city, preventive measures must be taken before following in the footsteps of big cities that are dealing with waste problems because there is no inherent prevention. Therefore, its leadership model can be a key factor. In these terms, it is important to study waste management policy using a collaborative leadership approach. This study aims to look at the characteristics of collaborative leadership in waste management. This research uses descriptive qualitative methods and data collection techniques in interviews with relevant stakeholder leaders as informants combined with documentation studies. The results show that the collaborative leadership model in waste management has a positive impact; this is because the involvement of multiple parties helps manage waste problems and share roles. The characteristics of collaborative leadership expressed by Wilson as a reference in this study show that waste management must involve many parties with the characteristics of awareness of functions, division of authority, cooperation for a common vision, and mutual trust by all operators involved. As a suggestion, waste management using a collaborative leadership approach should be conducted by clearly mapping the roles of all stakeholders involved. Another aspect that supports and strengthens waste management collaboration in Watampone City is the culture of gotong royong (mutual aid) that has been rooted in the lives of the people of Watampone City.
The report is in Finnish. Abstract in English.
The Ministry of Education and Culture commissioned the University of Helsinki to carry out a project (VEPO 2035) to develop leadership in early childhood education and care, pre- primary education and primary and lower secondary education. The objective was to draw up a leadership development plan extending to 2035 and, based on the plan, to create a training programme that universities providing teacher education could use in developing leadership training in the education and training sector. Another objective was to propose legislative amendments concerning the qualifications of principals and heads of early education centres and, based on the proposals, a financing model that would enable universities to provide the education referred to in the qualification requirements.The development plan was based on reviews of Finnish and international research literature, existing leadership training at universities providing teacher education, and leadership training development projects. The plan emphasised
contiuity in terms of leadership levels, levels of education and regional equality. The key method for developing leadership proved to be the building of leadership training as research-based university-level training that could deliver uniform education across the country. In the training, the qualification requirements of primary and lower secondary education principals and heads of early education centres are built around the core study modules for university-level leadership in the education and teaching sector.
Las sociedades del siglo XXI afrontan el desafío de reconciliar los límites físicos de la biosfera con los procesos de desarrollo, desiguales e insostenibles, que genera un modelo civilizatorio hegemónico que parece ya agotado. Aceptar este reto obliga a repensar las respuestas educativas a las crisis socioambientales, asumiendo la necesidad de educar para otros modos de ser y desarrollarnos, individual y colectivamente. Una tarea en la que, con fortuna dispar, la Educación Ambiental viene comprometiendo sus prácticas desde los años sesenta del pasado siglo. En esta coyuntura, la Pedagogía Social y la Educación Social no pueden eludir sus responsabilidades en la formación de una ciudadanía social y ecológicamente consciente, crítica y proactiva. Con esta convicción, la Sociedad Iberoamericana de Pedagogía Social convocó los días 28-29 de octubre y 4-5 de noviembre de 2021, en la Ciudad de Lugo (Galicia-España), la celebración del Congreso Internacional de la SIPS 2021 y del XXXIII Seminario lnteruniversitario de Pedagogía Social, con el lema Educación Ambiental y Cultura de la Sostenibilidad: construyendo la transición ecológica.
El objetivo de esta convocatoria era reflexionar y dialogar en torno a cuestiones como las siguientes: ¿Qué papel puede y debe jugar la Pedagogía/Educación Social en la transición ecológica? ¿Qué significados cabe atribuirle a una cultura de la sostenibilidad desde el punto de vista pedagógico-social? ¿Qué lugar ocupa la Educación Ambiental en el campo de la Pedagogía/Educación Social y viceversa? ¿Qué enfoques y que metodologías pedagógico-sociales se pueden movilizar en y para la transición socio-ecológica? ¿Cómo contribuir desde la Pedagogía/Educación Social a conformar una eco-ciudadanía?
Estas Actas compilan las ponencias y las comunicaciones allí presentadas y debatidas. La diversidad teórica, metodológica y práctica que recogen refleja el compromiso de la comunidad de la Pedagogía-Educación Social en la transición socio-ecológica, así como las múltiples líneas de reflexión y acción que abre la convergencia transdisciplinar característica del campo de la Educación Ambiental.
La transferencia de conocimiento de la Universidad a la sociedad es uno de los ejes sobre los cuales pivota la labor de esta institución en el siglo XXI. Se trata de un término que ha cambiado significativamente su quehacer diario, por lo que merece una detenida reflexión en la que se definan sus objetivos, contenidos y las ya visibles consecuencias de su aplicación, aportando elementos para el debate educativo a partir de la experiencia docente e investigadora de docentes del área de Teoría e Historia de la Educación de la Universidad de Málaga, con una procedencia y trayectoria académica diversa pero complementaria. De forma coordinada, los autores y autoras cuestionan los efectos del sobredimensionamiento o interpretaciones tergiversadas de ese nuevo encargo a la Universidad. En los diferentes capítulos, plantean aspectos de calado como los relacionados con cómo, mediante la transferencia, se puede lograr distorsionar y deformar las prácticas neoliberales de desigualdad y pérdida de derechos con procesos pedagógicos. También con la importancia del conocimiento teórico y su potencialidad en la propia transferencia en el ámbito educativo, el sentido social y comunitario que debe presidirla, la necesidad de que se convierta en una oportunidad para trasladar hacia la formación del docente de hoy valores y contenidos, y para promover actitudes fortalecedoras y cómplices con la eliminación cualquier tipo de discriminación, el análisis de las políticas universitarias dirigidas al planeamiento, gestión, formación y desarrollo en esta materia o el desarrollo de ejemplos de transferencia desde la historia de la educación. Por todo ello, estamos ante una obra pionera que ofrece unos contenidos que profundizan y que abren nuevas rutas interpretativas hacia la mejor comprensión de este poderoso concepto.
Το άρθρο παρουσιάζει τις δράσεις και τις πρακτικές που χρησιμοποίησε η Διεύθυνση μιας σχολικής μονάδας Σχολείων Δεύτερης Ευκαιρίας (Σ.Δ.Ε.), για τη στήριξη των μελών της σχολικής κοινότητας, εν μέσω πανδημίας. Οι μη στοχευμένες οδηγίες που στάλθηκαν από την κεντρική διοίκηση, έδωσε τη δυνατότητα στο σχολικό ηγέτη, να αναλάβει δράση και να σχεδιάσει πρακτικές, για να αντιμετωπίσει ποικίλες και ιδιόμορφες ανάγκες που παρουσιάστηκαν κατά τη διάρκεια της πανδημίας COVID-19. Οι δράσεις στις οποίες κατέφυγε η διοίκηση, είχαν άμεση σχέση τόσο με το διοικητικό έργο της σχολικής μονάδας, όσο και με την υποστήριξη και ενημέρωση του εκπαιδευτικού προσωπικού και των εκπαιδευομένων. Για την επικοινωνία των μελών της σχολικής κοινότητας, αξιοποιήθηκαν καινοτόμα ψηφιακά εργαλεία, που βοήθησαν στην δημοκρατική συμμετοχή εκπαιδευτικών και εκπαιδευομένων, στη διαδικασία λήψης αποφάσεων, αλλά και στην αποτελεσματικότερη λειτουργία του σχολείου.
Purpose
This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic.
Design/methodology/approach
This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain.
Findings
There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences.
Originality/value
The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil.
You can find the full paper in my personal website: https://ceciliaazorin.com
Este artículo pretende contribuir al conocimiento del barrio marginado de Los Asperones de Málaga (España), cuyos habitantes pertenecen en su mayoría al pueblo gitano. En él se realiza un análisis crítico de los horizontes socioespaciales y temporales que operan en las dinámicas de marginación del vecindario, y que dificultan el desarrollo de la resiliencia de sus vecinos. Se trata de un relato construido a partir de los testimonios extraídos de las entrevistas y grupos focales con los habitantes del barrio y con distintos profesionales que trabajan en él, y que han sido contrastados con nuestra propia observación participante.
Resilience has become a very popular concept in recent years. More and more social intervention models and practices are increasingly being based on this concept. However, far from being a closed and static notion, it is very dynamic and constantly evolving. This paper presents an analysis of how the concept of resilience and the studies about it have developed over time. The literature on resilience shows that the concept has shifted from an approach that identified it as a personal quality towards an approach that understands it as a set of actions activated from different spheres. The latest advances in studies on resilience raise the prospect of some elements that, going beyond the individual's ability, should be taken into account from a social practice perspective. This study will therefore highlight and analyse the potential of these elements in the co-creation of actions and synergies for resilience.
Resumen:Este trabajo presenta los resultados de una evaluación realizada al programa “Asperones Avanza”. Un programa que, mediante el trabajo en red, pretende favorecer las oportunidades educativas de estudiantes de secundaria que viven en riesgo de exclusión social en la barriada de Los Asperones (Málaga). El estudio que se presenta tiene como objetivo evaluar el impacto de los tres ejes de actuación del programa “Asperones Avanza”: 1) La disminución del abandono escolar; 2) La mejora de la inclusión socioeducativa de los estudiantes a través de procesos de acompañamiento; y 3) La creación de procesos de trabajo en red. Los investigadores consensuaron una serie de indicadores de evaluación en torno a estos tres ejes. Dichos indicadores determinaron la necesidad de contar con diversidad de informantes (docentes, educadores sociales, estudiantes y madres), así como la opción de utilizar instrumentos de corte cuantitativo y cualitativo para cubrir las limitaciones propias de cada instrumento y responder a la globalidad de los indicadores. Los resultados de la investigación muestran los beneficios que el programa ha tenido sobre el rendimiento académico y el abandono escolar de los estudiantes. Así mismo, los resultados evidencian la importancia del acompañamiento educativo realizado por los educadores y de las sinergias generadas entre los diversos agentes socioeducativos. En la discusión y conclusiones se contrastan los resultados obtenidos con referentes teóricos y se ofrecen algunos aportes relativos a los beneficios de la acción socioeducativa en red para contrarrestar los hándicaps de estudiantes en riesgo de exclusión social. Abstract:This paper discusses the results of an evaluation of the ‘Asperones Avanza’ programme. This programme seeks to promote the educational opportunities of secondary school students living at risk of social exclusion through a network project carried out in a neighbourhood in Malaga, Spain, called Los Asperones. The aim of the study was to assess the impact of the three main lines of action of the ‘Asperones Avanza’ programme: 1) Reducing the school drop-out rate; 2) Improving the socio-educational inclusion of students through educational support; and 3) Creating network-based processes. The researchers agreed on a series of evaluation indicators around these three lines of action. These indicators required various types of informants (teachers, social educators, students and mothers), as well as the choice of using quantitative and qualitative instruments to compensate for the limitations of each instrument and address all the indicators. The results of the study show the benefits that the programme has had on the students’ academic performance and drop-out rate. The results also illustrate the importance of the educational support provided by educators and the synergies generated among the various socio-educational agents. The discussion and conclusions monitor the results against the theoretical framework used as a reference and provide some contributions related to the benefits of network-based socio-educational action in order to counteract the handicaps of students at risk of social exclusion.
El presente articulo se destila de una investigacion biografica desarrollada en torno a la historia de Omar, un adolescente argelino que fue sentenciado a un proceso de Reforma Juvenil en Espana por cometer un delito de trafico de estupefacientes. A lo largo de dicho proceso se dieron una serie de circunstancias que le permitieron dar un giro a su vida: terminando la libertad vigilada empezo a trabajar en un piso tutelado de proteccion de menores, donde continua trabajando en la actualidad (hace mas de una decada), ahora ya como educador. En este articulo, se presta atencion a algunos de los elementos pedagogicos que contribuyeron a que se produjese aquel giro. Concretamente, se fija la mirada en un aspecto del proceso de ensenanza-aprendizaje (E-A) que fue fundamental: el Ambiente de aprendizaje. Y, concretamente, se pone el foco sobre las relaciones y el clima psicosocial establecidas durante aquel proceso, pues, segun los datos, fueron dos elementos clave en ese sentido. Tras el estudio realizado, se reivindica una pedagogia ecologica que atienda, adecuadamente, a todos los elementos que se ponen en juego en cada intervencion. Por supuesto a los objetivos, contenidos, metodologia, etc., pero tambien a todos aquellos aspectos que conforman el ambiente de aprendizaje, ya que envuelven a los primeros y tienen una transcendencia fundamental para el desarrollo del proceso E-A.
The stigmatisation of some marginalised groups is a common, cross-cutting form of social exclusion. However, just as there are some common forms of exclusion among discriminated groups, certain strategies of resilience in the face of social exclusion are also shared by different groups within their various social contexts. This paper is based on a comparative analysis of three case studies of individuals who have experienced processes of resilience when faced with stigmatisation and social exclusion. One is a person who emigrated from an impoverished country to Spain; another, a person with an intellectual disability; and the third is a person of gypsy origin living in a marginalised neighbourhood. In the first phase, in-depth interviews and focus groups were used to collect data for each of the three case studies. The data from each of them were then analysed by using their own emerging system of categories. In the second phase, common categories within all three case studies were identified. This was effected by using a similarity-based comparative analysis of cases. We were therefore able to see that there were some categories common to the three case studies, namely stigmatism and dehumanisation; suffering and pain as driving forces behind the struggle; resilience and empowerment, and socio-educational help. These shape what we term resilient dynamics or processes generated by people and their environments, and provide interesting synergies and resistance to social exclusion.
Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.
District and school leaders play particularly important roles in leading districtwide improvement, as they are increasingly held accountable for bringing about change and improvement for educational innovation and excellence. While conventional districtwide governance places much of its focus on technical and administrative matters such as policy development, supervision, and monitoring progress. This technical focus often overlooks the fundamental aspect that drives the progress of improvement—the social infrastructure shaped by interpersonal relationship. Responding to recent scholarships that calls for a networked approach to governance, this study examined the change effort of a districtwide leadership team over three points in time drawing on social network theory and analysis focused on district governance. Specifically, we focused on the type of interpersonal relationship in which leaders engaged with each other in sharing and exchanging innovative ideas as these efforts may support better governance. Additionally, we explored organizational learning as a way to examine climate in support of districtwide innovative efforts during change process. Our findings from leaders indicated increased innovative behaviors and perceived climate on organizational learning over time. The findings suggested that leaders increased connections around risk taking, regardless of their work level over time. This increased connectedness around innovation was coupled with an increase in leaders’ perception of the district’s learning climate, suggesting a cohesive approach to governance and improvement.
Introducción y objetivos: En el contexto socioeconómico actual la colaboración entre organizaciones educativas y sociales de la comunidad supone un activo clave para la mejora de los resultados educativos. Este artículo pretende describir las estrategias necesarias para liderar proyectos colaborativos comunitarios, así como las estructuras de toma de decisiones requeridas para sacar el máximo rendimiento a la colaboración interorganizacional. Metodología y tratamiento de datos: Para ello se toma como referencia el caso de Barcelona (España), donde existe una destacada tradición de colaboración comunitaria mediante el desarrollo de Redes Socioeducativas (RS). El estudio lleva a cabo un análisis de contenido de 30 entrevistas realizadas a profesionales experimentados en el liderazgo y el gobierno de RS de éxito. Resultados y discusión: Los resultados muestran un modelo de liderazgo dirigido a tejer alianzas a nivel comunitario, donde los líderes pretenden tejer sinergias entre las diferentes instituciones y servicios mediante la conexión cualitativa de los diferentes profesionales, generando confianza entre los mismos y fomentando la discusión, el consenso y la innovación. Además, los resultados subrayan la existencia de espacios específicamente diseñados para la toma de decisiones colaborativas, que van de más representativos –donde se deciden cuestiones generales o estratégicas-, a más operativos –donde se discuten cuestiones técnicas y de acción de proyecto-. Los resultados subrayan la importancia de equilibrar representatividad y operatividad para la efectividad en el gobierno de la red. Finalmente, se constata la existencia de 3 modelos diferenciados de gobernanza de la red, resaltando la importancia de adoptar el propio modelo a las características y necesidades de cada programa.
El artículo reflexiona en torno a la emergencia del trabajo socioeducativo en red, articulado a partir de la colaboración entre instituciones sociales y educativas. Se presenta el concepto de red socioeducativa y el sentido que tiene plantear esta nueva forma de organizar la acción educativa y social que sitúa a la escuela en el núcleo de su entramado. Así mismo, se discuten los principios propios de este modelo emergente de acción socioeducativa y los retos de su gestión. La proximidad, transversalidad, horizontalidad, corres-ponsabilidad, colaboración, proactividad y proyección articulan y organizan la acción socioeducativa, la cual requiere liderazgos capaces de desarrollar la red y lograr los objetivos planteados. Así mismo, y mediante el contraste entre la aproximación teórica y 4 reconocidas experiencias de trabajo socioeducativo en red a nivel local en Cataluña, se destacan los factores comunes que se observan y se valora el interés y viabilidad del modelo presentado. Se trata de redes para la mejora de la inclusión social y educativa de adolescentes y jóvenes, con el énfasis puesto en el éxito escolar y los procesos de transición escuela trabajo (TET). Se analiza su evolución, finalidad, organización y logros. El artículo concluye acerca de la importancia de un modelo de trabajo compartido, redistribuido y democratizado para atender los desafíos comunes, evitando los modelos donde la escuela centraliza toda la acción o bien los modelos donde se excluye a la escuela para dar protagonismo a otros agentes.
School leadership, rather than focusing on administrative tasks and management, must focus on what is the central mission of the school: improving student learning. That requires making schools learning communities for teachers themselves, with a distributed or shared leadership that can empower teachers.
This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal – Teacher Leadership – as a strategy for promoting key values: shared leadership, teachers’ leadership of development work, teachers’ knowledge building and teachers’ voice. Material published in the first two issues of this new journal is used to illustrate how these values are realised in action enabling teachers to lead innovation and contribute to the development of professional knowledge. The article begins with an exploration of the place of teacher leadership within the wider context of shared or distributed leadership.
Fifty years of theory and research offer increasing levels of support for the assertion that principal leadership makes a difference in the quality of schooling, school development, and student learning. In the current context of global education reform, however, recent inquiries have focused on identifying how teams of school leaders contribute to school improvement and student learning. This paper reports findings drawn from a series of empirical analyses that assessed the effects of collaborative leadership on school improvement capacity and student learning in a large sample of US primary schools over a four-year period. Our findings support the prevailing view that collaborative school leadership can positively impact student learning in reading and math through building the school's capacity for academic improvement. The research extends this finding, however, by offering empirical support for a more refined conception that casts leadership for student learning as a process of mutual influence in which school capacity both shapes and is shaped by the school's collective leadership.
Shared Leadership: Reframing the Hows and Whys of Leadership brings together the foremost thinkers on the subject and is the first book of its kind to address the conceptual, methodological, and practical issues for shared leadership. Its aim is to advance understanding along many dimensions of the shared leadership phenomenon: its dynamics, moderators, appropriate settings, facilitating factors, contingencies, measurement, practice implications, and directions for the future. The volume provides a realistic and practical discussion of the benefits, as well as the risks and problems, associated with shared leadership. It will serve as an indispensable guide for researchers and practicing managers in identifying where and when shared leadership may be appropriate for organizations and teams.
The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice.
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