Abstract
Regardless of interpretations and explanations, globalization has direct bearing with education, educational leadership practices and classroom instructions. This study explored school leaders’ perspectives about the effects/impacts of globalization on leadership practices and school culture as a whole in a mountainous district (Ghizer) of Gilgit-Baltistan, Pakistan. Theoretically grounded in globalization and educational leadership, the study was methodologically landed on qualitative phenomenological case study. Data were collected from 8 schools principals (4 public and 4 private) using an eclectic set of tools: semi-structured interviews, focused group discussion (FGD) and field notes. The findings showed that globalization has affected not only school leaders’ leadership practices, but has also facilitated the reshaping of schools’ culture, students’ learning, teachers’ teaching, educational policies and the role of community in the education of their children. The study highlighted both the positives and negative effects of globalization: in one hand it has created competition among learners, has reshaped educational policies, made information accessible, and has changed students’ style of learning, their language, food and clothing, while also bringing drastic change in teachers’ pedagogy. On the other hand it has had serious consequences for local and indigenous culture. The study confirms that no matter whether the schools’ leaders are prepared for the change, it has to occur. It is recommended that school leaders need to be proactive and develop certain literacies such as social, moral, academic and democratic in order to better cope with the pressing demands associated with globalization.
Highlights
Introduction and Background to the StudyGlobalization is an evolving and complicated concept with numerous interpretations and theoretical underpinning that seem hard to operationalize
This study explored school leaders’ perspectives about the effects/impacts of globalization on leadership practices and school culture as a whole in a mountainous district (Ghizer) of Gilgit-Baltistan, Pakistan
The findings showed that globalization has affected school leaders’ leadership practices, but has facilitated the reshaping of schools’ culture, students’ learning, teachers’ teaching, educational policies and the role of community in the education of their children
Summary
Introduction and Background to the StudyGlobalization is an evolving and complicated concept with numerous interpretations and theoretical underpinning that seem hard to operationalize. A contested explanation and interpretation of globalization normally reads that it is a many-sided ideological and politically charged process and generally is an overarching umbrella term to explicate the intricate sequence of economical, political, social and technological changes where ideas, opinions, money services and goods, people and business are moved from local and national to the international realm. Globalization influences education because what to teach, learn, test and study has direct bearing with globalization in developing countries like Pakistan. Proponents acclaim its advantages as a medium of linking and accelerating understanding and learning surrounded by a world community, while opponents warn and predict for social, intellectual and cultural colonization and potential co-modification (Darling-Hamond & Lieberman, 2012). Proponents acclaim its advantages as a medium of linking and accelerating understanding and learning surrounded by a world community, while opponents warn and predict for social, intellectual and cultural colonization and potential co-modification (Darling-Hamond & Lieberman, 2012). Brooks and Normore, (2010) opine that with the economic growth in globalization, globalization of knowledge rises, which blurs the boundaries of knowledge that used to be discrete and local or national systems of education
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