Transcript Promoting Inclusive (and Dialogic) Leadership in Higher

Promoting Inclusive (and Dialogic)
Leadership in Higher Education
Institutions
The 30th Annual EAIR Forum
Copenhagen, Denmark
August 24-27, 2008
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Jacqueline B. Temple & Jari Ylitalo
Portland State University-Graduate School of Education
Helsinki University of Technology-Department of Industrial Engineering
and Management
Promoting Inclusive (and Dialogic)
Leadership in Higher Education
Institutions
“A society which makes provision for participation in
its good of all members on equal terms and which
secure flexible readjustments of its institutions
through interaction of the different forms of
associated life is insofar democratic. Such a society
must have a type of education which gives
individuals a personal interest in social relationships
and control, and the habits of mind which secure
social change.”
John Dewey
Questions that guided this inquiry:
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What are the meanings of inclusion for
university administrators?
What evidence links these meanings to their
governance policies and practices?
What factors support/or impede
implementation of these meanings into their
governance practices and policies?
Our Lens: Critical Theory/Inquiry
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The unmasking of beliefs and practices that
limit human freedom, justice, and democracy.
Dialogue, praxis (actions), and critical
consciousness (Shor 1987) through social
change.
The participants
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Five (5) higher education Finnish administrators (one female &
four males)
University of Jyväskylä
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Antti is a professor and the director of the Educational Leadership
Program
Pekka is a professor and immediate past chair of the Teacher
Education Department
Teuvo is the acting professor and chair in the Special Education
Department
Helsinki University of Technology
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Maarit is the acting professor and co-ordinator of the joint Masters
Program between two departments
Jussi is a professor of Machine Design in the Department of
Mechanical Engineering.
Meanings…
Coach & Mentor
INCLUSION
Pedagogical Transformations
&
Multicultural Education
Collaboration
The factors that supported inclusive
practices
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committees with representatives from
different stakeholder groups
developing cross-cultural collaborative
partnerships
stressing cultures and values in leadership
behaviours
their personal and professional experiences
with diverse groups
The barriers that impeded inclusive
practices
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conservative people, city, and culture
resistance and fear of change
24 hour help desk requirements, there must
be reciprocity in behaviours
collaboration can not be a mandate
lack of a common language, closed attitudes
small numbers of international students on
campus
lack of time, human, and financial resources
Reflection
“ Education either functions as an instrument
which is used to facilitate the integration of
the younger generation into the logic of the
present system and brings about conformity
to it, or it becomes the practice of freedom by
which men and women deal critically and
creatively with reality and discover how to
participate in the transformation of the world.”
Paulo Freire
Next stages…
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Further inquiry at Portland State University
with International Educators
Action research on leadership development
at the Aalto University, Finland
Elaborating the concept of inclusive
academic leadership further
Presenters’ contact
Jacqueline B. Temple
Portland State University
Graduate School of Education
Curriculum & Instruction Dept.
PO Box 751
Portland, Oregon 97201
USA
+1 503 725-5858
+1 503 725-8475
[email protected]
Jari Ylitalo
Helsinki University of Technology
Department of Industrial
Engineering and Management
PO Box 5500
FI 02015 TKK
Finland
+358 50 3016841
[email protected]