Learning to lead: A social justice perspective on understanding elementary teacher leadership in papua new Guinea

Citation data:

Australian Journal of Teacher Education, ISSN: 1835-517X, Vol: 37, Issue: 4, Page: 18-35

Publication Year:
2012
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Repository URL:
https://works.bepress.com/julie_davis/4; https://researchbank.acu.edu.au/fea_pub/1041; https://ro.ecu.edu.au/ajte/vol37/iss4/2
DOI:
10.14221/ajte.2012v37n4.6
Author(s):
Brownlee, Joanna; Scholes, Laura; Ann, Farrell; Davis, Julie; Cook, Donna
Publisher(s):
Edith Cowan University
Tags:
Social Sciences; Leadership; early childhood education; elementary education; social justice; Education; Teacher Education and Professional Development
article description
Leadership in elementary education is currently recognized as a political imperative in Papua New Guinea (PNG), as the nation develops strategies towards equitable access to schooling. One recent initiative aimed at building educational leadership was an intensive Australian Leadership Award Fellowship (ALAF) program funded by AusAID, involving a group of 10 teacher trainers from PNG. As part their involvement participants completed self-authored journal entries at the beginning and end of the leadership program. Participants were also involved in focus groups after completion of the initiative. Referring to the experiences of these teacher trainers, this paper draws on Nancy Fraser's (2005, 2008) social justice framework to examine participants' views of what constituted effective leadership in elementary education in PNG and how these views may have changed throughout the ALAF program. Key findings of this study included participants' emphasis on relationships and valuing people in elementary education leadership contexts, participants' concern about economic/financial barriers to effective leadership in the PNG context and participants' perception of research as a way to support leadership roles.