In light of a new wave of globalisation, cultural mobility, and criticism of Anglo-American domination, how must educational administrators and leaders respond to the challenges of internationalising their curricula and accommodating diversity? This edited collection offers conceptual frameworks, models, theoretical approaches, and strategies that can inform and guide the development of a genuinely international curriculum. Offering an in-depth look at cases in countries such as Sweden, the US and UK, Turkey, Oman, Cameroon, the United Arab Emirates, Bahrain, and Australia, the authors investigate how factors such as institutional culture, faculty recruitment and development, learning styles, accreditation and standards, political orientation, policy, and availability of financial resources may either facilitate or inhibit the internationalisation of the curriculum. The collection also includes broader international issues of diverse humanisms, postcolonial issues, and corruption, fraud and abuse in internationalisation that has occurred that need to be addressed in educational administration and leadership curricula to improve internationalisation. Acknowledging the need for a much broader set of cultural traditions within which educational administrators and leaders are equipped to function, this book provides a critical insight into how they might navigate the challenges of creating a truly international curriculum.

This book explores the multicultural and non-Western contexts behind the approaches, problems, and issues that arise in research methodologies when used in relation to educational administration and leadership. This volume argues that increasing internationalisation and diversity of the field requires research methods that better reflect the values, cultures, political systems, and conditions of non-Western communities and countries. Discussing the research methods, data collection practices, interpretive approaches and research ethics that produce more accurate and authentic results, the book looks at a number of theoretical frameworks and epistemological approaches that inform the development of such methodologies. Traditional methods like sharing circles and storytelling are explored, as well as an examination of 'social space' in designing methodology aimed at 'spatial justice' and an exploration of methods for Indigenous communities in East Asia. A valuable resource for researchers, scholars and students with an interest in multicultural education, the book will also appeal to academics interested in race, ethics, and educational research methods more broadly.

This book explores the Islamic tradition and Muslim contexts for educational administration and leadership. It addresses the teaching of educational administration and leadership from an Islamic perspective by raising issues of globalised educational administration and leadership teaching as it applies in Muslim contexts that vary by culture and social institutions. The book proposes alternative approaches and demonstrates that Islamic traditions have a strong foundation upon which to build in the field and are compatible with many aspects of Western theory and practices, provided that sufficient modifications and adaptations are made. The book focuses on postgraduate curricula and pedagogy, drawing on a range of theoretical foundations and approaches that are culturally and jurisdictionally appropriate in a number of Muslim countries. As such, it contributes to an emerging specialisation in international and comparative educational administration and leadership that is oriented towards a broader and more diverse set of perspectives, particularly from the non-Western world.