A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis

Colleen Loomis; Abdeljalil Akkari

doi:10.30828/real/2021.3.4

Research Article

A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis

Year 2021, Volume: 6 Issue: 3, 625 - 660, 30.09.2021

Colleen Loomis Abdeljalil Akkari

https://doi.org/10.30828/real/2021.3.4

Cited By: 2

Abstract

In studies on educational leadership across African countries, researchers are using different concepts that do not have the same meanings or similar histories, including variations in involvement by local, national, and international leaders. In the first part of this article, we problematize conceptualizing globally-minded school leadership in Africa and attempt to understand the way local and global actors apply these concepts to and from within African contexts. In the second part, we present research working at the intersection of the NGO-Postcolonial border working with educational leaders in Madagascar. The findings show that early childhood education makes a difference on school readiness and that quality matters. In the third part, we propose a multilateral model for decolonising educational leadership in Africa by working on the past-present continuum and holding the tension between “border-specific” and “cross-border” perspectives.

Keywords

Educational Leadership Practices, African-led educational innovation, multilateralism, African early childhood education, Decolonized systems-change

References

Aide-et-Action (2014). About us. Retrieved from http://www.aide-et-action.org/about-us/.
Anderson-Levitt, K. M. (2001). Ambivalences: La transformation d'une rénovation pédagogique dans un contexte postcolonial. Éducation et Sociétés, (1), 151-168.
Anderson-Levitt, K. (2017). Global flows of competence-based approaches in primary and secondary education. Cahiers de la recherche sur l’éducation et les savoirs, (16), 47-72.
Arowosegbe, J. O. (2021). Covid-19 and political modernity in Africa: Citizens' engagements and states' responses. The Psychological Studies of Social Issues, 24(1), 113-122.

Year 2021, Volume: 6 Issue: 3, 625 - 660, 30.09.2021

Colleen Loomis Abdeljalil Akkari

https://doi.org/10.30828/real/2021.3.4

Cited By: 2

Abstract

References

Aide-et-Action (2014). About us. Retrieved from http://www.aide-et-action.org/about-us/.
Anderson-Levitt, K. M. (2001). Ambivalences: La transformation d'une rénovation pédagogique dans un contexte postcolonial. Éducation et Sociétés, (1), 151-168.
Anderson-Levitt, K. (2017). Global flows of competence-based approaches in primary and secondary education. Cahiers de la recherche sur l’éducation et les savoirs, (16), 47-72.
Arowosegbe, J. O. (2021). Covid-19 and political modernity in Africa: Citizens' engagements and states' responses. The Psychological Studies of Social Issues, 24(1), 113-122.

There are 4 citations in total.

Details

Primary Language	English
Journal Section	Articles
Authors	Colleen Loomis This is me Abdeljalil Akkari This is me
Publication Date	September 30, 2021
Published in Issue	Year 2021 Volume: 6 Issue: 3

Cite

APA	Loomis, C., & Akkari, A. (2021). A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis. Research in Educational Administration and Leadership, 6(3), 625-660. https://doi.org/10.30828/real/2021.3.4
AMA	Loomis C, Akkari A. A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis. REAL. September 2021;6(3):625-660. doi:10.30828/real/2021.3.4
Chicago	Loomis, Colleen, and Abdeljalil Akkari. “A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis”. Research in Educational Administration and Leadership 6, no. 3 (September 2021): 625-60. https://doi.org/10.30828/real/2021.3.4.
EndNote	Loomis C, Akkari A (September 1, 2021) A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis. Research in Educational Administration and Leadership 6 3 625–660.
IEEE	C. Loomis and A. Akkari, “A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis”, REAL, vol. 6, no. 3, pp. 625–660, 2021, doi: 10.30828/real/2021.3.4.
ISNAD	Loomis, Colleen - Akkari, Abdeljalil. “A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis”. Research in Educational Administration and Leadership 6/3 (September 2021), 625-660. https://doi.org/10.30828/real/2021.3.4.
JAMA	Loomis C, Akkari A. A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis. REAL. 2021;6:625–660.
MLA	Loomis, Colleen and Abdeljalil Akkari. “A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis”. Research in Educational Administration and Leadership, vol. 6, no. 3, 2021, pp. 625-60, doi:10.30828/real/2021.3.4.
Vancouver	Loomis C, Akkari A. A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis. REAL. 2021;6(3):625-60.