John De Nobile

This book provides a comprehensive study of professional learning courses in intercultural settings, exploring how this impacts teachers and brings about change in classrooms, culture across schools as a whole, and children’s lives.The authors argue that teachers and schools must raise the stakes globally in an intercultural practice grounded in educational equity and anti-racism. Identifying the attributes that make a difference in teacher intercultural learning and change through analysis of both quantitative and qualitative data, the study throws up marked tensions and contradictions between the desire to explore both an abstract personal concept and achieve practical outcomes in schools. As case studies of two primary schools dig deep into teachers’ lives, the book proposes a model of personal teacher interculturality which is constructed from the inside out. The potential of neglected spaces in schools for intercultural identity is also highlighted by images of new practice.This book is a supportive resource for schools or educational institutions, in any global context, that are seeking a fresh approach to intercultural education and holistic change.

This book provides a comprehensive study of professional learning courses in intercultural settings, exploring how this impacts teachers and brings about change in classrooms, culture across schools as a whole, and children’s lives.The authors argue that teachers and schools must raise the stakes globally in an intercultural practice grounded in educational equity and anti-racism. Identifying the attributes that make a difference in teacher intercultural learning and change through analysis of both quantitative and qualitative data, the study throws up marked tensions and contradictions between the desire to explore both an abstract personal concept and achieve practical outcomes in schools. As case studies of two primary schools dig deep into teachers’ lives, the book proposes a model of personal teacher interculturality which is constructed from the inside out. The potential of neglected spaces in schools for intercultural identity is also highlighted by images of new practice.This book is a supportive resource for schools or educational institutions, in any global context, that are seeking a fresh approach to intercultural education and holistic change.

When Phil Ridden’s book School Management: A Team Approach was published in 1992, it met with critical acclaim. In it he described the evolving meaning of school leadership, promoting the notion of team leadership and exploring the implications for practice. While understandings and expectations have moved on, some of the essential principles conveyed in that influential work are yet to be adeptly applied in schools. Keys to School Leadership reviews the core concepts that are still fundamental to leadership success today through a contemporary lens, and expands on these to reveal emerging directions for school leaders. Keys to School Leadership works because it comes from a principal and an academic whose dual perspectives inform and underpin this practical, highly accessible guide. Each chapter contains ‘Reflect’, ‘Shift the Focus’, ‘Make it Personal’ and ‘Further investigation’ sections that scaffold the developing themes. Moving from leadership to influence, from individual to team, from classroom to school, and beyond, Keys to School Leadership embeds a critically reflective mindset not just for principals, but for all school-based people who lead or who aspire to lead.