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Educational Leadership Emancipatory Praxis

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Educational Leadership Emancipatory Praxis

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Educational Leadership Emancipatory Praxis

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Discuss About The Educational Leadership As Emancipatory Praxis.

 
Answer:
Introduction

Educational Leadership is a collaborative process that helps to bring together the efforts and talents of the teachers, students and their parents to achieve a common objective of improvement in the educational process. The aim is to improve the quality of the system of education. An educational leader helps to manage the students, lead the educational system, provides or helps to access the necessary resources needed for the delivery of education, manage classrooms, manage teaching strategies and provide feedbacks for the improvement of the curriculum (Grundy, 2017). Different philosophies are implied in educational leadership and shared learning is one of the most significant one in my opinion.
I believe that quality educational leadership is one that can maximize the process of learning and acquiring knowledge. A quality educational leadership provides support to the teachers to develop their skills and competencies to deliver education supports students to utilize the education delivery strategies in the best way and learn more effectively and also provides support to the parents in order to secure better education for their children and understand their educational needs (Amanchukwu et al., 2015).
 
I believe that shared learning encourages students as well as teachers to increase their knowledge and competencies by the sharing of each other’s knowledge and helps to maintain the standard and quality of the educational system. Apart from the conventional mode of education delivery (such as classroom lectures and instructions), additional strategies are vital for effective learning and teaching process. Shared learning allows the teachers to share their experiences and knowledge to improve their competency, while the students can use shared learning though engagement in group learning processes and activities to share their knowledge and understanding of the subject (Payes, 2018). Due to this I strongly believe that shared learning is an important educational leadership philosophy.
As an educational leader, the shared learning approach can be used to encourage students to study in study groups, and participate in group learning activities. I would design the curriculum to include assignments and projects that would involve a group of students who would have to share their ideas and knowledge and collaborate their activities to complete the assignment and project. I would also encourage the teachers to share their experiences with each other, and help each other to develop their competencies and skills in different subjects. I would also like to engage the teachers to coordinate with each other in group discussions and teaching workshops where a teacher can share their experience and teaching strategies to other teachers. Additionally I would also involve meetings with the parents and teachers which will allow them to share their opinions, expectations, concerns and perspectives related to the education delivery and performance of the students. I believe that such activities can help to develop an environment of shared or collaborative learning for teachers and students alike (Looijenga et al., 2017).
According to the Australian Council of Educational Leaders, activities such as workshops, leadership programs, conferences, online resources and in-house publications can help the development of leadership qualities and help to inspire, recognize, support and advocate excellence in education. Sharing of knowledge, learning experiences to achieve a common learning goal through a collaborated effort between teachers, students and parents can help to develop and maintain quality in education as well as help teachers to develop their competencies and help student to develop their knowledge. Thus I believe that shared learning can help to maintain the national policies of Australian Education system to uphold the values of quality of education and competency of the educators. At an institutional level, shared learning can help to maintain the standards of knowledge delivery, performance of the students and the competencies of the teacher (Davis et al., 2015).
Shared learning philosophy can be related to the philosophy of the ‘zone of proximal development’ by Vygotsky, which individuals can learn things with help and guidance from others through the process of communication and sharing of knowledge. Collaboration with peers and other students helps individuals to learn from their each other’s experiences and insights of the subject thus helping in proximal development of their own knowledge. Thus, teachers, students as well as parents develop a zone of proximal development that can support the development of knowledge and competency (Fernández et al., 2015).
This learning strategy can also be correlated with Democratic education theory that provides the student an equal opportunity and right to voice their opinions and ideas as the teachers, thereby helping the development of communities or study groups, essential for shared learning. Democratic education instills the ideas of trust, mutual respect and equality in education, which are the characteristics of a study group or a peer group which is needed for shared learning (O’Grady, 2014).
Bandura’s Social Learning Theory implements that individuals can learn through the process of socialization and interaction with each other, which also supports the shared learning philosophy. According to the social learning theory, social groups helps student to learn from each other’s behavior and experiences, helping them to share their own knowledge which is the central concept of a shared learning philosophy (Deaton, 2015).
Similarly the shared learning can be supported with Piget’s psychosocial theory that implies the psychological development of the learning through the process of socialization and social interaction. This can support the idea that through shared learning, sharing of experiences and knowledge individuals can undergo psychological development which helps them to learn in their environment. The study groups or peer groups acts as a small social group with the objective of developing knowledge and understanding of a subject. This helps students to socialize with each other and learn from each other, thus supporting the shared learning platform (Patton et al., 2015).
A quality educational leadership is one that helps to collaborate the efforts of students, teachers and parents and involve them to maximize the learning outcomes and learning process of the students as well as improving the delivery of quality education. Good educational leadership thus helps the students to maximize their learning. Shared learning is an important strategy that can help both teachers to develop their own skills and competencies and the student to develop their knowledge. Shared learning can be implemented in an educational institution through the involvement of study groups. Seminars, workshops, discussions and seminars, which can help them to share their knowledge and experiences and learn from each other. I believe that through such efforts collaboration can be developed between teachers, students and parents in a way that can support the development of the students and help them to acquire knowledge in an optimal way and thus help to maintain the quality of the education system.
 
References:
Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14.
Davis, K., Krieg, S., & Smith, K. (2015). Leading otherwise: Using a feminist-poststructuralist and postcolonial lens to create alternative spaces for early childhood educational leaders. International Journal of Leadership in Education, 18(2), 131-148.
Deaton, S. (2015). Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners. Journal of Educational Technology, 12(1), 1-6.
Fernández, M., Wegerif, R., Mercer, N., & Rojas-Drummond, S. (2015). Re-Conceptualizing” Scaffolding” and the Zone of Proximal Development in the Context of Symmetrical Collaborative Learning. Journal of Classroom Interaction, 50(1), 54-72.
Grundy, S. (2017). Educational leadership as emancipatory praxis. In Gender matters in educational administration and policy (pp. 165-177). Routledge.
Looijenga, A., Klapwijk, R., & De Vries, M. J. (2017). Groundwork: Preparing an effective basis for communication and shared learning in design and technology education. Design and Technology Education: an International Journal, 21(3).
O’Grady, C. R. (2014). Integrating service learning and multicultural education: An overview. In Integrating service learning and multicultural education in colleges and universities (pp. 17-36). Routledge.
Patton, L. D., Harper, S. R., & Harris, J. (2015). Using critical race theory to (re) interpret widely studied topics related to students in US higher education. Critical approaches to the study of higher education, 193-219.
Payes, S. (2018). Education across the divide: Shared learning of separate Jewish and Arab schools in a mixed city in Israel. Education, Citizenship and Social Justice, 13(1), 19-35.

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