Gender and Leadership in Pakistan and Malaysia: How are gender differences considered in educational leadership theory and practice? Does this differ around the world and what work still needs to be done towards a more thoughtful understanding of leadership?
Traditionally, hierarchical ‘great man’ theories of leadership have been prevalent but in more recent years have been challenged by more collegial theories of leadership with greater consideration of the role of gender and the increasing number of females in leadership positions. Consequently, recent educational literature has produced a plethora of gendered experiences encountered by women working towards leadership positions in education. Throughout education, more work still needs to be done when understanding leadership and leaders and whether there is a need for a more nuanced understanding of gender and leadership, that moves beyond male vs female characteristics.
Papers of interest
Miller, P. & Dimmock, C. (2017) Cultures of educational leadership: global and intercultural perspectives, Palgrave Macmillan, London, England. (Chapters 1 and 2 in particular)
Curtis, S. (2017) “Black women’s intersectional complexities: The impact on leadership”, Management in Education, vol. 31, no. 2, pp. 94-102.
•Jones (2017) Constructing Identities with Female Leaders (pages 1-5)
•Pickvance (2005) – A way into comparative work
•Two features to define comparative analysis offered: an interest in the explanatory question of why the observed similarities and differences between cases exist, and reliance on the collection of data on two or more cases, ideally according to a common framework
Type of service-Academic paper writing
Type of assignment-Essay
Pages / words-19 / 5000
Language style-UK English