Glocalization and School Leadership: The Case of Bangladesh

Year: 2017

Author: Sum, Nicola, Brookes, Jeffrey

Type of paper: Abstract refereed

The conceptual model of leadership literacies was first proposed in an article seeking to activate the relationships between leadership practices and globalization (Brooks & Normore, 2010). In that work, Brooks and Normore explored a novel framework based on the concept of glocalization (Weber, 2007). They identified the potential disconnect between research and the impact of global developments on local contexts, and proposed that leadership required literacy across nine key facets. These literacies are identified as economic, political, cultural, organizational, pedagogical, information, moral, spiritual and religious, and temporal literacy.

This paper outlines a proposed empirical exploration of how leaders identify and describe their practices within each domain of these leadership literacies. It also considers both conceptual and empirical possibilities and problems in looking at leadership and glocalization as interrelated phenomena.

In order to explore the conceptual model, the paper looks back at the literature informing educational leadership. Consideration of each literacy is traced through the scaffold of previous literature to well established threshold concepts of educational leadership. Equally, the paper recognizes that looking back informs the need to look forward via empirical investigation to how such a model may enrich our understanding of educational leadership.

The authors' belief is that such a framework may be helpful in shining a light on Bangladesh as a case study of the "rising south", within an increasingly global and neoliberal educational agenda. Educational leaders placed in Bangladeshi schools find themselves at the intersection of global drivers in local contexts. Their responses to such glocalization provides the opportunity for exploring the nature of leadership practices, and the application of the conceptual framework to the dynamic experiences of educational leaders.