Culturally Responsive Instructional Leadership: A Conceptual Exploration with Principals of Three New Zealand Mainstream Schools

Authors

  • Vincent M. Mugisha University of Vermont 411 Waterman Building 85 South Prospect Street Burlington, VT, 05405-0160 USA

DOI:

https://doi.org/10.18251/ijme.v15i2.645

Keywords:

Instructional leadership, culturally responsive pedagogy, multicultural education

Abstract

Principals of many New Zealand (NZ) mainstream schools navigate a complex intercultural educational policy environment to address the academic challenges of M?ori and Pasifika students. This inquiry sought to explore the concept of culturally responsive instructional leadership by studying the knowledge, actions, motives, perceptions, and challenges of White principals in a primary school, an intermediate school, and a high school in NZ. The emergent conceptual definition of culturally responsive instructional leadership includes those purposeful, well-intentioned, creative, and collaborative actions that a principal takes to enhance the academic engagement and achievement of minority-culture students.

Author Biography

Vincent M. Mugisha, University of Vermont 411 Waterman Building 85 South Prospect Street Burlington, VT, 05405-0160 USA

Vincent Mugisha, PhD Candidate at the Unversity of Vermont, has 16 years working in international educational development. He is currently studying for his doctorate in educational leadership and policy studies with a concentration on multicultural perspectives on education. He also teaches undergraduate courses in diversity education and foreign language teaching methods. His research interests include multiculturalism in education, empowerment and social mobility of minority groups, and education for human and social development.

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Published

2013-07-06

How to Cite

Mugisha, V. M. (2013). Culturally Responsive Instructional Leadership: A Conceptual Exploration with Principals of Three New Zealand Mainstream Schools. International Journal of Multicultural Education, 15(2). https://doi.org/10.18251/ijme.v15i2.645

Issue

Section

Articles (Peer-reviewed)