Multicultural global education leadership draws on aspects of creating shared values and understanding in a climate of trust and equitable relationships. According to Grundling et al. (2011) the most important skill global leaders should possess is the ability to deal with change and form informal networks to help them deal with change ultimately servicing communities, entities, or people. In refection, the main difference between the three is that is domestic leadership and global management are both essential components of global leadership. The three work hand in hand, without domestic leadership and or global management, global leadership would not be possible. “Leadership pushes the best out of the people in the group, and management makes sure the best is pulled out within the time allotted for the vision” (Irving, 2005). While, global leadership creates the frame work for those being utilized to excel in a globalized environment. The true role of an effective global leader should incorporate a shift away from just “leadership” and “management,” and move toward an emphasis on instructional collaborative global leadership skills (Javidan & Walker, 2012).
Effective multicultural global education leaders are able to understand the complexities of organizational structures as they relate to function. Mintzberg, identifies the four functions of organizations are, “they find, they keep, they transform, and they distribute…. there is an interesting association between the basic functions that organizations perform, and the forms that they use to so” (Mintzberg, 2000, p. 4). This is important in understanding how consensus building components within an organization sharpen the overall global leadership model. A global manager, tends to work only towards the systematic approach to the administrative process; one focused on planning, budgeting, organizing, staffing, crisis management, and problem solving; rather than a creative integration of new ideas and collaboration with influential partners.
In order to reframe the conversation about cultural differences so that diversity is not perceived as a problem to be solved, as educational leaders we should view multicultural environments as an opportunity to build up our toolbox to fit the ever growing needs of the students we service. Each experience a person has helps to shape their leadership style and can help expand, or even limit, their ability to lead an organization or a group. Gundling, Hogan and Cvitkovich (2011) Generally speaking, different cultures also learn in different ways. It is in observing how people deal with and react to conflicts that we see clear differences between cultures. Our perception will shape the perceptions of others and we should reflect on the message we are portraying. Ultimately, such an approach should help us as educators to understand and respect diverse students and to guide these students more effectively toward academic and personal success and fulfillment.
Cultural proficiency is ” the ability of an educator from one cultural background to effectively teach, interact and connect with students of a different cultural background” (as cited in Hoppe, 2007, p. 21. Educational leaders cannot make students conform to a culture that is not their own, and must offer opportunities for cultural awareness in the classroom so that all students can be put on the road to cultural proficiency. Learning environments that promote racial sensitivity, inclusiveness, and embedded multicultural perspectives on a daily basis eliminate cultural barriers. As educational leaders, we should view multicultural environments as an opportunity to build up our toolbox to fit the ever growing needs of the students we service. It is important to acknowledge that educators whom understand and appreciate culturally different fields of knowledge are more likely to provide enriching ways of knowing, communicating, and dealing with issues that exist within the school environment (Harris, 2013). Increasing student’s multicultural competence as educational leaders, requires teaching students to rethink their prior assumptions and consider life’s issues through the lenses of people whom come from cultural backgrounds different than their own. According to Banks and Banks (2013) “multicultural education should incorporate the idea that all students regardless of their gender; sexual orientation; social class; and ethnic, racial, or cultural characteristics should have an equal opportunity to learn in school” (p. 3)
Establishing a supportive learning community eases the process of change, because everyone involved in the collaborative effort becomes a stakeholder. In creating a campus action plan, the implications that it has on Professional Development is in direct correlation with the utilization of the collaborative process of data analysis, needs assessment, improvement planning, and implementation and monitoring of the plan (William, 2008). Our perception will shape the perceptions of others and we should reflect on the message we are portraying. Ultimately, such an approach should help us as global multicultural educational leaders understand and respect diverse students and to guide these students more effectively toward academic and personal success and fulfillment.
References
Banks, J. A., & McGee-Banks, C. A. (2013). Multicultural education: Issues and
perspectives (8th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Gundling, E., Hogan, T., & Cvitkovich, K. (2011). What is global leadership?: 10 key behaviors that define great global leaders. Boston: Nicholas Brealey Publishing.
Harris, S. (2013). Conflicts in culture: Strategies to understand and resolve the issues. Lanham, MD: Rowman & Littlefield.
Hoppe, M., (2007, July/August) Adult Development Theory May Boost Global Leadership, Issues and Observations, 27(3), p. 21
Javidan, M., & Walker, J.L. (2012). A Whole New Mindset for Leadership. H.R. People and Strategy Vol 35, 37-41.Rabotin, M.B. [rebate], (2010) Leading Across Cultures – Part 1http://www.effectivegloballeadership.com
Mintzberg, H. & Van Der Heyden, L. September/October 2000. Taking A Closer Look. Toronto, ON: Ivey Business Journal.
William, D. (2008). Changing Classroom Practice. Educational Leadership, 65(4), 36-42.