Ethnocentric concepts, theories and practices in education, predominantly embedded in western philosophy and values, tend to ignore the growing multicultural nature of educational institutions. This article draws attention to the knowledge gap in mainstream literature regarding diverse perspectives of educational leadership. The authors endorse the need to move beyond ethnocentrisms and to work towards developing complex theoretical constructs to reconceptualize educational leadership, drawing from perspectives held by diverse ethnic groups – students and communities. How learners from diverse philosophical and ethnic backgrounds conceive and perceive educational leadership, and how they receive it, is bound to interact with their learning experience and performance. This article briefly introduces leadership as a concept formulated in context. It presents philosophical and theoretical underpinnings of these conceptualizations from an Islamic perspective, and highlights the interplay between knowledge and leadership. The article deliberates how these discourses interact to formulate 'educational leadership' in Muslim societies, and explores the implications of these constructions with a focus on the Europe context, where Muslims are in a minority, pointing to the significance of understanding philosophical diversity for embracing population diversity.
Shams Mourkani, G., & Momeni Rad, A. (2010). ISLAMIC EDUCATIONAL LEADERSHIP: A CRITIQUE TO EUROPEAN VIEW. Teaching and Learning Research, 8(1), 109-128.
MLA
Gholamreza Shams Mourkani; Ahmad Momeni Rad. "ISLAMIC EDUCATIONAL LEADERSHIP: A CRITIQUE TO EUROPEAN VIEW". Teaching and Learning Research, 8, 1, 2010, 109-128.
HARVARD
Shams Mourkani, G., Momeni Rad, A. (2010). 'ISLAMIC EDUCATIONAL LEADERSHIP: A CRITIQUE TO EUROPEAN VIEW', Teaching and Learning Research, 8(1), pp. 109-128.
VANCOUVER
Shams Mourkani, G., Momeni Rad, A. ISLAMIC EDUCATIONAL LEADERSHIP: A CRITIQUE TO EUROPEAN VIEW. Teaching and Learning Research, 2010; 8(1): 109-128.