Multiculturalidad y liderazgo educacional en escuelas públicas: Una revisión sistemática
DOI:
https://doi.org/10.15359/ree.27-1.14452Palabras clave:
multiculturalismo, liderazgo educacional, escuelas públicas, diversidad, contexto cultural, contexto educativoResumen
Objetivo. El objetivo de este artículo es analizar la producción científica que aborda la intersección entre las temáticas multiculturalidad y liderazgo en contextos escolares, a través de una revisión sistemática. Metodología. Se identifican los estudios que exploran el cruce entre ambos fenómenos en escuelas públicas; se clasifican los objetivos de investigación de los estudios revisados, y categorizan los estudios según sus atributos bibliométricos principales, aproximaciones conceptuales al multiculturalismo, y figuras asociadas al rol de liderazgo. La revisión contempló 104 documentos publicados en los últimos 25 años (1994-2019), con empleo de la metodología PRISMA. Resultados. Se identifican tendencias y desafíos de la investigación educativa en este campo, entre los que destacan que la mayor parte de los estudios se enfocan tanto en los discursos de las comunidades escolares frente a sus problemáticas, como en los procesos de toma de decisión o acciones conducidas en estos contextos. Asimismo, se aprecia que la producción científica se concentra en países angloparlantes (68%), con predominancia de estudios realizados en EE.UU. A su vez, una gran proporción de los estudios se aproxima al multiculturalismo desde perspectivas centradas en temáticas indígenas e identifican como figura de liderazgo a los equipos directivos. Conclusiones. Estos resultados manifiestan la necesidad de mayores estudios en dimensiones poco abordadas, en particular que consideren la multiculturalidad desde la diversidad de género o socioeconómica, así como el liderazgo escolar con mayor énfasis en este rol por parte de docentes, en virtud de escenarios educativos cada vez más diversos.
Referencias
Aguado Ondina, T. (2004). Investigación en educación intercultural. Educatio, 22, 39-57. https://revistas.um.es/educatio/article/view/98
*Andersen, F. C. y Ottesen, E. (2011). School leadership and ethnic diversity: Approaching the challenge. Intercultural Education, 22(4), 285-299. https://doi.org/10.1080/14675986.2011.617422
Anderson, M. (2012). The struggle for collective leadership: Thinking and practice in a multi-campus school setting. Educational Management Administration & Leadership, 40(3), 328-342. https://doi.org/10.1177/1741143212436955
*Anoee, N. Q., Tulloch, S., Arreak-Kullualik, J., Wheatley, K. y McAuley, S. (2017). (Re)invigorating family and community leadership in Inuit bilingual education. AlterNative: An International Journal of Indigenous Peoples, 13(1), 2-10. https://doi.org/10.1177/1177180116689025
Ball, S. J., Maguire, M. y Braun, A. (2011). How Schools Do Policy: Policy Enactments in Secondary Schools. Routledge.
Banks, J. A. y McGee Banks, C. (eds.) (2010). Multicultural Education: Issues and Perspectives (7.a ed.). Wiley & Sons.
Bascia, N., Carr-Harris, S., Fine-Meyer, R. y Zurzolo, C. (2014). Teachers, curriculum innovation and policy formation. Curriculum Inquiry, 44(2), 228-248. https://doi.org/10.1111/curi.12044
Beckett, G. H. y MacPherson, S. (2005). Researching the impact of English on minority and indigenous languages in non-Western contexts. TESOL Quarterly, 39(2), 299-307. https://doi.org/10.2307/3588312
*Bermejo-Paredes, S. y Maquera-Maquera, Y. (2019). Interpretación de la escuela rural andina en comunidades aimaras de Puno-Perú. Revista Electrónica Educare, 23(2), 1-15. https://doi.org/10.15359/ree.23-2.4
*Berryman, M. y Lawrence, D. (2017). The importance of leaders’ discursive positioning in neocolonial education reform aimed at closing the disparities for indigenous peoples. En D. Waite e I. Bogotch (eds.), The Wiley International Handbook of Educational Leadership (pp. 335-353). https://doi.org/10.1002/9781118956717.ch18
Bolívar, A., López Yáñez, J. y Murillo, F. J. (2014). Liderazgo en las instituciones educativas. Una revisión de líneas de investigación. Revista Fuentes, (14), 15-60. https://idus.us.es/handle/11441/33743;jsessionid=38CA7754A8D9936F2C22AC722C9BE2F5
*Carpenter, V. M. y McMurchy-Pilkington, C. (2008). Cross-cultural researching: Māori and Pākehā in Te Whakapakari. Qualitative Research, 8(2), 179-196. https://doi.org/10.1177/1468794107087480
*Carro Olvera, A., Hernández Hernández, F., Lima Gutiérrez, A., Carrasco Lozano, M. E. y Ramírez, E. (2013). Desigualdad, exclusión y oportunidades educativas en la región otomí del estado de Tlaxcala. Nova Scientia, 6(11), 291-310. http://novascientia.delasalle.edu.mx/ojs/index.php/Nova/article/view/84/39
*Cooper, C. E. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly, 45(5), 694-724. https://doi.org/10.1177/0013161x09341639
*Cuevas López, M. (2008). School management in multicultural contexts. International Journal of Leadership in Education, 11(1), 63-82. https://doi.org/10.1080/13603120701308439
*D’amico, D., Pawlewicz, R. J., Earley, P. M. y McGeehan, A. P. (2017). Where are all the black teachers? Discrimination in the Teacher Labor Market. Harvard Educational Review, 87(1), 26-49. https://doi.org/10.17763/1943-5045-87.1.26
*Diem, S., Holme, J. J., Edwards, W., Haynes, M. y Epstein, E. (2018). Diversity for whom? Gentrification, demographic change, and the politics of school integration. Educational Policy, 33(1), 16-43. https://doi.org/10.1177/0895904818807316
Finfgeld-Connett, D. (2014). Use of content analysis to conduct knowledge-building and theory-generating qualitative systematic reviews. Qualitative Research, 14(3), 341-352. https://doi.org/10.1177/1468794113481790
*Fletcher, J., Grimley, M., Greenwood, J. y Parkhill, F. (2013). Raising reading achievement in an ‘at risk’, low socioeconomic, multicultural intermediate school. Journal of Research in Reading, 36(2), 149-171. https://doi.org/10.1111/j.1467-9817.2011.01497.x
*Fortes de Almeida, P. y de Fátima e Silva, R. (2014). A retomada da educação escolar pelos índios Pankará. Polis, 13(38), 89-105. https://doi.org/10.4067/s0718-65682014000200005
Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469-484. https://doi.org/10.1080/0268093980130402
Gómez Fernández, R. y Siry, C. (2018). ‘Opening up’ a science task: An exploration of shifting embodied participation of a multilingual primary student. International Journal of Science Education, 40(7), 771-795. https://doi.org/10.1080/09500693.2018.1447709
*Gorete Neto, M. (2014). Bilingual education, indigenous language and culture: The case of Apyãwa Tapirapé. Revista Brasileira de Linguística Aplicada, 14(2), 335-351. https://doi.org/10.1590/s1984-63982014000200006
Grant, C. A. (2016). Depoliticization of the language of social justice, multiculturalism, and multicultural education. Multicultural Education Review, 8(1), 1-13. https://doi.org/10.1080/2005615X.2015.1133175
*Grissom, J., Mitani, H. y Blissett, R. (2017). Principal licensure exams and future job performance: Evidence from the school leaders assessment. Educational Evaluation and Policy Analysis, 39(2), 248-280. https://doi.org/10.3102/0162373716680293
Guilherme, M. y Dietz, G. (2015). Difference in diversity: Multiple perspectives on multicultural, intercultural, and transcultural conceptual complexities. Journal of Multicultural Discourses, 10(1), 1-21. https://doi.org/10.1080/17447143.2015.1015539
*Henderson, D., Carjuzaa, J. y Ruff, W. G. (2015). Reconciling leadership paradigms: Authenticity as practiced by American Indian school leaders. International Journal of Multicultural Education, 17(1), 211-231. https://doi.org/10.18251/ijme.v17i1.940
*Hernández, F. y Marshall, J. (2017). Auditing inequity: Teaching aspiring administrators to be social justice leaders. Education and Urban Society, 49(2), 203-228. https://doi.org/10.1177/0013124516630598
*Heystek, J. y Lumby, J. (2011). Identity and diversity: A case study of leaders in a South African primary school. Education as Change, 15(2), 331-343. https://doi.org/10.1080/16823206.2011.619995
*Hindle, R., Hynds, A., Averill, R., Meyer, L. y Faircloth, S. (2017). An ontological perspective on the development of home-school partnership relationships with indigenous communities. The Australian Journal of Indigenous Education, 46(1), 92-103. https://doi.org/10.1017/jie.2016.16
*Hynds, A., Averill, R., Penetito, W., Meyer, L., Hindle, R. y Faircloth, S. (2016). Examining the impediments to Indigenous strategy and approaches in mainstream secondary schools. International Journal of Leadership in Education, 19(5), 534-556. https://doi.org/10.1080/13603124.2015.1051130
Jeevanantham, L. S. (2001). In search of ‘cultures’ for multicultural education. Pedagogy, Culture & Society, 9(1), 45-56. https://doi.org/10.1080/14681360100200106
Khalifa, M. A., Khalil, D., Marsh, T. E. J. y Halloran, C. (2018). Toward an indigenous, decolonizing school leadership: A literature review. Educational Administration Quarterly, 55(4), 571-614. http://doi.org/10.1177/0013161x18809348
Khan, H. U. R., Khan, A., Zaman, K., Nabi, A. A., Hishan, S. S. e Islam, T. (2017). Gender discrimination in education, health, and labour market: A voice for equality. Quality & Quantity, 51(5), 2245-2266. https://doi.org/10.1007/s11135-016-0384-4
Kyngäs, H. (2020). Inductive content analysis. En H. Kyngäs, K. Mikkonen y M. Kääriäinen (eds.), The Application of Content Analysis in Nursing Science Research (pp. 13-21). Springer. https://doi.org/10.1007/978-3-030-30199-6_2
*Kitchen, M., Gray, S. y Jeurissen, M. (2016). Principals’ collaborative roles as leaders for learning. Leadership and Policy in Schools, 15(2), 168-191. https://doi.org/10.1080/15700763.2015.1031255
Ladson-Billings, G. y Tate, W. F. (eds.). (2006). Education Research in the Public Interest: Social Justice, Action, and Policy. Teachers College Press.
Leithwood, K., Day, C., Sammons, P., Harris, A. y Hopkins, D. (2006). Successful School Leadership. What It Is and How It Influences Pupil Learning. NCSL. http://www.nysed.gov/common/nysed/files/principal-project-file-55-successful-school-leadership-what-it-is-and-how-it-influences-pupil-learning.pdf
Leithwood, K., Harris, A. y Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077
Li, N. (2005). Speaking from otherness: A new perspective on U.S. diversity and suggestions to educational equality. Multicultural Perspectives, 7(3), 36-41. https://doi.org/10.1207/s15327892mcp0703_7
*Macdonald, M.-A., Gringart, E., Ngarritjan Kessaris, T., Cooper, M. y Gray, J. (2018). A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia. Australian Journal of Education, 62(2), 192-216. https://doi.org/10.1177/0004944118776762
*Madsen, J., Mabokela, R. O. y Luévanos, E. A. (2019). School context: Implications for teachers of color. Equality, Diversity and Inclusion: An International Journal, 38(1), 56-70. https://doi.org/10.1108/edi-02-2018-0031
*McGrath, K. F. (2019). When female leaders outnumber men: The decline of male school principals in Australia. Journal of Gender Studies, 29(5), 1-9. https://doi.org/10.1080/09589236.2019.1642739
*Medina, M. M. y Hecht, A. C. (2015). Debates around the law of Public Education of Bilingual Intercultural Indigenous Community Management in Chaco. Praxis Educativa, 19(2), 34-42. https://cerac.unlpam.edu.ar/index.php/praxis/article/view/1038/967
*Menken, K. y Solorza, C. (2015). Principals as linchpins in bilingual education: The need for prepared school leaders. International Journal of Bilingual Education and Bilingualism, 18(6), 676-697. https://doi.org/10.1080/13670050.2014.937390
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. y PRISMA-P Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1-9. https://doi.org/10.1186/2046-4053-4-1
Moliner, L., Moliner, O. y Sales, A. (2010). Conocer la cultura de un centro y las miradas del profesorado sobre la diversidad sociocultural y personal de la comunidad como punto de arranque para la transformación educativa. Culture and Education, 22(3), 283-296. https://doi.org/10.1174/113564010804932193
*Moss, J., O’Mara, J. y McCandless, T. (2017). School leadership and intercultural understanding: School foyers as situated spaces for doing diversity. International Journal of Inclusive Education, 21(9), 956-973. https://doi.org/10.1080/13603116.2017.1324527
Newman, M. y Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. En O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond y K. Buntins (eds.), Systematic Reviews in Educational Research (pp. 3-22). Springer. https://doi.org/10.1007/978-3-658-27602-7_1
*Norberg, K. (2017). Educational leadership and im/migration: Preparation, practice and policy – the Swedish case. International Journal of Educational Management, 31(5), 633-645. https://doi.org/10.1108/ijem-08-2016-0162
*Normore, A. H. y Jean‐Marie, G. (2008). Female secondary school leaders: At the helm of social justice, democratic schooling and equity. Leadership & Organization Development Journal, 29(2), 182-205. https://doi.org/10.1108/01437730810852515
*Ogden, S. B. (2017). Becoming an Educational Leader for Social Justice: A Micro/Meso/Macro Examination of a Southern U.S. Principal. Research in Educational Administration & Leadership, 2(1), 54-76. https://dergipark.org.tr/en/pub/real/issue/31275
Parthenis, C. y Fragoulis, G. (2016). “Otherness” as threat: Social and educational exclusion of Roma people in Greece. International Journal of Multicultural Education, 18(2), 39-67. https://doi.org/10.18251/ijme.v18i2.1132
*Payne, E. C. y Smith, M. J. (2018). Refusing relevance: School administrator resistance to offering professional development addressing LGBTQ issues in schools. Educational Administration Quarterly, 54(2), 183-215. https://doi.org/10.1177/0013161x17723426
Race, R. (2011). Multiculturalism and Education. Continuum.
*Riley, T. y Webster, A. (2016). Principals as literacy leaders with Indigenous communities (PALLIC) building relationships: one school’s quest to raise Indigenous learners’ literacy. Teaching Education, 27(2), 136-155. https://doi.org/10.1080/10476210.2015.1049261
*Robinson, D. V. (2017). Collaborative partnerships between high poverty and minority parents and educational leaders: Reversing the school and home divide. Journal for Multicultural Education, 11(1), 2-18. https://doi.org/10.1108/jme-11-2015-0035
Rosado-May F. J., Cuevas-Albarrán V. B. y Jiménez Pat, N.F. (2020). Intercultural leadership: An indigenous perspective in a multicultural world. En S. Dhiman y J. Marques (eds.), New Horizons in Positive Leadership and Change. A Practical Guide for Workplace Transformation (pp. 285-311). Springer. https://doi.org/10.1007/978-3-030-38129-5_16
*Rose, A. (2018). The role of teacher agency in refugee education. The Australian Educational Researcher, 46(2), 75-91. https://doi.org/10.1007/s13384-018-0280-0
*Rynne, S. (2016). Exploring the pedagogical possibilities of Indigenous sport-for-development programmes using a socio-personal approach. Sport, Education and Society, 21(4), 605-622. https://doi.org/10.1080/13573322.2015.1107830
Santamaría, L. J. (2014). Critical change for the greater good: Multicultural perceptions in educational leadership toward social justice and equity. Educational Administration Quarterly, 50(3), 347-391. https://doi.org/10.1177/0013161X13505287
*Sather, S. E. (1999). Leading, lauding, and learning: Leadership in secondary schools serving diverse populations. The Journal of Negro Education, 68(4), 511-528. https://doi.org/10.2307/2668151
Seidlhofer, B. (2003). A concept of international English and related issues: From ‘real English’ to ‘realistic English’? Council of Europe. https://rm.coe.int/a-concept-of-international-english-and-related-issues-from-real-englis/168088782f
*Shah, S. (2009). Muslim learners in English schools: A challenge for school leaders. Oxford Review of Education, 35(4), 523-540. https://doi.org/10.1080/03054980903112557
*Shay, M. y Heck, D. (2015). Alternative education engaging Indigenous young people: Flexi Schooling in Queensland. The Australian Journal of Indigenous Education, 44(1), 37-47. https://doi.org/10.1017/jie.2015.8
*Sherris, A., Sulemana, O. S., Alhassan, A., Abudu, G. y Karim, A.-R. (2014). School for life in Ghana: Promoting literate opportunities for rural youth. Journal of Multilingual and Multicultural Development, 35(7), 692-708. https://doi.org/10.1080/01434632.2014.908891
Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education, 17(8), 895-907. https://doi.org/10.1080/13603116.2011.602534
*Smythe, S. y Toohey, K. (2009). Investigating sociohistorical contexts and practices through a community scan: A Canadian Punjabi-Sikh example. Language and Education, 23(1), 37-57. https://doi.org/10.1080/09500780802152887
*Soler, D., González-Davies, M. e Iñesta, A. (2017). What makes CLIL leadership effective? A case study. ELT Journal, 71(4), 478-490. https://doi.org/10.1093/elt/ccw093
Spillane, J. P. (2012). Distributed Leadership. Wiley & Sons.
*Strachan, J. (1999). Feminist educational leadership in a New Zealand neo‐liberal context. Journal of Educational Administration, 37(2), 121-138. https://doi.org/10.1108/09578239910262962
Tardy, C. (2004). The role of English in scientific communication: Lingua franca or Tyrannosaurus rex? Journal of English for Academic Purposes, 3(3), 247-269. https://doi.org/10.1016/j.jeap.2003.10.001
*Theoharis, G. y Haddix, M. (2011). Undermining racism and a whiteness ideology: White principals living a commitment to equitable and excellent schools. Urban Education, 46(6), 1332-1351. https://doi.org/10.1177/0042085911416012
Tuzel, S. y Hobbs, R. (2017). El uso de las redes sociales y la cultura popular para una mejor comprensión intercultural. Comunicar, 25(51), 63-72. https://doi.org/10.3916/C51-2017-06
*Ullman, J. (2018). Breaking out of the (anti)bullying ‘box’: NYC educators discuss trans/gender diversity-inclusive policies and curriculum. Sex Education. Sexuality, Society and Learning, 18(5), 495-510. https://doi.org/10.1080/14681811.2018.1431881
United Nations Statistics Division (UNStats) (2017). SDG Indicators: Regional groupings used in report and statistical annex. United Nations Statistical Commission. https://unstats.un.org/sdgs/indicators/regional-groups/
*Viçosa, R. M. O. y Menezes, A. L. T. (2015). Differentiated Guarani schools: Aspects concerning Seminal and Occidental living. Holos, 31(8), 180-189. https://doi.org/10.15628/holos.2015.2430
Viveros Vigoya, M. (2016). La interseccionalidad: Una aproximación situada a la dominación. Debate Feminista, 52, 1-17. https://doi.org/10.1016/j.df.2016.09.005
*Welton, A. (2013). Even more racially isolated than before: Problematizing the vision for “diversity” in a racially mixed high school. Teachers College Record, 115(11), 1-42. https://doi.org/10.1177/016146811311501102
*Wiemelt, J. y Welton, A. (2015). Challenging the dominant narrative: Critical bilingual leadership (liderazgo) for eemergent bilingual latin@ students. International Journal of Multicultural Education, 17(1), 82-101. http://dx.doi.org/10.18251/ijme.v17i1.877
*Wilson, C. y Johnson, L. (2015). Black educational activism for community empowerment: International leadership perspectives. International Journal of Multicultural Education, 17(1), 102-120. https://doi.org/10.18251/ijme.v17i1.963
*Wright, T. y Smith, N. J. (2015). A Safer Place? LGBT educators, school climate, and implications for administrators. The Educational Forum, 79(4), 394-407. https://doi.org/10.1080/00131725.2015.1068901
*Zanoni, K. (2017). Kenyan girls as agents of peace: Enhancing the capacity of future women peacebuilders. Research in Comparative and International Education, 12(1), 110-126. https://doi.org/10.1177/1745499917696410
Zembylas, M. e Iasonos, S. (2010). Leadership styles and multicultural education approaches: An exploration of their relationship. International Journal of Leadership in Education, 13(2), 163-183. https://doi.org/10.1080/13603120903386969
Publicado
Cómo citar
Número
Sección
Licencia
1. En caso de que el artículo postulado sea aceptado para publicación, las personas autoras permite(n) la cesión GRATUITA, EXCLUSIVA Y POR PLAZO INDEFINIDO de su(s) derecho(s) patrimonial(es) a la Universidad Nacional (UNA, Costa Rica). Para más detalles consulte la Carta de originalidad y cesión de derechos.
2. Derechos de reutilización: La UNA les concede a los AUTORES(AS) el derecho de reutilizar para cualquier propósito, entre ellos el autoarchivo, y poder publicar en internet o cualquier sitio electrónico la versión final aprobada y publicada (post print) del artículo, siempre y cuando se realice sin fines de lucro, no genere obra derivada sin previa autorización y respete las fuentes de autoría.
3. La postulación y posible publicación del artículo en la Revista Electrónica Educare se regirá por sus políticas editoriales, la normativa institucional de la Universidad Nacional y la legislación de la República de Costa Rica. Adicionalmente, cualquier eventual diferencia de criterio o disputa futura se dirimirá de acuerdo con los mecanismos de Resolución Alterna de Conflictos y la Jurisdicción Costarricense.
4. En todos los casos se entiende que las opiniones emitidas son de las personas autoras y no necesariamente reflejan la posición u opinión de la Revista Educare, el CIDE o la Universidad Nacional, Costa Rica. Se entiende también que, en ejercicio de libre cátedra, las personas autoras han realizado un proceso científico-académico de investigación, reflexión y argumentación rigurosas y dentro del ámbito temático de interés de la Revista.
5. Los artículos publicados por la Revista Electrónica Educare utilizan Licencia Creative Commons:
Los artículos de la Revista Electrónica Educare se comparten con Licencia Creative Commons: 
