LEADERSHIP FOR THE MANAGEMENT OF DIVERSITY: FINDINGS FROM INTERNATIONAL FOCUS GROUP DISCUSSIONS

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LEADERSHIP FOR THE MANAGEMENT OF DIVERSITY
FINDINGS FROM INTERNATIONAL FOCUS GROUP
DISCUSSIONS
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CONTEXT

• Multicultural education is viewed as
• neo-conservative and a form of separatism
• Shift from multicultural to diversity education -
  a more inclusive approach
• Multicultural is replaced in ALL legislation
  with diversity in the RSA

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Problem Questions

• What is your understanding of diversity?
• How do you manage diversity?

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Focus group discussion

• A research method that collects data through
  group interaction in which participants are
  encouraged to share perceptions, points of view,
  experiences and concerns in a non-threatening
  environment and without any pressure to reach
  consensus
• Focus groups allow the investigation of a
  multitude of perceptions in a defined area of
  interest and are fundamentally a way of listening
  to and learning from people to acquire ideas and
  insights.

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Population / Focus Groups

• 18th Annual ICSEI Conference. Barcelona, Spain.
  Breaking boundaries radical innovation in
  education. 2 5 January 2005 ( n 10).
• 19th Annual ICSEI Conference. Florida Atlantic
  University, Fort Lauderdale, Florida, USA.
  Embracing diversity new challenges for school
  effectiveness and improvement in a global
  learning society. 3 6 January 2006 ( n 8).
• Joint national conference of EASA and Kenton.
  Nelson Mandela Metropolitan University.
  Wilderness, South Africa. Education beyond
  boundaries. 28 November 1 December 2006 ( n
  12).

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Methodology

• Recording of data note taking and audio
  recording
• Data transcribed verbatim
• Coding process
• Open coding identification of segments of
  meanings
• Axial coding categories and procedures were
  identified
• Selective coding scanning of all codes and
  linkage to research question

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• Codes were evaluated
• Codes listed in categories
• Identify thematic relationships
• Description of thematic relations and patterns

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USE OF MODERATOR

• Directly involved in discussion
• Create a non-threatening supportive climate
• Redirect / focus discussion on question
• Probing comments
• Ask transitional questions
• Summarising without interfering
• Co-validation of decoded data

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Results from Barcelona (i)

• UNDERSTANDING DIVERSITY
• Caused wars, now part of solution
• Tangible intangible aspects
• Diversity is about differences
• PRINCIPLES
• Respect individuality
• Acknowledge diversity
• Equality

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Results from Barcelona (ii)

• MANAGING DIVERSITY
• Treat all learners the same (minority groups)
• Set academic behavioural standards
• UNESCOs universal values
• (Learning to know Learning to do
• Learning to be Learning to live together)
• Meeting diversity taken too far (group forming)
• Create diverse situations
• Concentrate on language skills
• Four approaches
• (Support encourage involve appreciate)

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Results from Barcelona (iii)

• GENERAL MATTERS
• No training, comes from what I believe
• Hard to get teachers to accept diversity
• Managing diversity Achievement rises
  disciplinary problems decrease
• Enormous challenge / Grabbling to ensure
  education in a diverse environment

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Results from Fort Lauderdale (i)

• UNDERSTANDING DIVERSITY
• Richdom of human attributes
• (Rich poor / socio-economic differences in
  abilities backgrounds)
• Diversity is dynamic

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Results from Fort Lauderdale (ii)

• MANAGING DIVERSITY
• School is regarded as vehicle to create an
  environment where diversity is honored
• Ensure interaction vs isolation exclusion
• Built on strengths
• Involves community
• Empowerment programmes
• Model leadership
• GENERAL MATTERS
• Challenge to provide quality education
• Better care of diversity - better society

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Results from EASA/Kenton (i)

• UNDERSTANDING DIVERSITY
• Race culture dominant aspects in SA
• (Reconceptualise thinking of otherness)
• Diversity more than culture and race
• Diversity changes over time
• The view we look at diversity is fundamental
• Power relations determine lens

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Results from EASA/Kenton (ii)

• PRINCIPLES
• Respect for others
• Change of heart and mind
• Value appreciate diversity
• Unity
• BEST PRACTICES
• Aim to unify
• Diversity training
• Not a linear way of doing things
• Involve exposure

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Conclusions

• Complex issue
• Universal principles
• Generic guidelines
• Idiosyncratic nature of institutions
• Challenge