This book explores to what extent transnational influences
change national/local values and practices in the Nordic
educational systems. It provides country cases and thematic
chapters that give nuanced insights into the influence of
transnational agencies on national governance and discourses. It
describes how national discourses and regulation influences school
leadership values, culture and practice, in competition with
traditional values.
The transnational and global discourse on educational leadership
is mostly formed according to Anglo-American thinking and
tradition. Pivotal foundations of this discourse are strong
hierarchical societies/class societies with liberal democracies,
and clearly streamed education systems. The Nordic discourse,
however, builds on a more equal society and flat hierarchies with
participatory democracy, and on comprehensive schooling with strong
local community roots. Leadership thinking and practices are formed
by the culture and context they are part of: they are primarily
shaped by the national/local values, traditions and practices, and
only partially shaped by politics, discourses and literature. Due
to the fact that a great deal of the literature that is being used
in the Nordic contexts is of Anglo-American origin and many of the
research projects have Anglo-American foundations, it is difficult
to distinguish the sources for leadership thinking and practice.
This book distinguishes the Nordic from the Anglo-American thinking
and presents important findings and arguments for leadership
practitioners inside as well as outside the Nordic countries.
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