An Exploration of Culturally Responsive Leadership in Canadian Overseas Schools in China
Bibliographic record
Abstract
In an era of increasing diversity and globalization, overseas internationalized schools offering Western (including Canadian) curriculum have proliferated to unprecedented levels. However, with this growth, comes the added complication of negotiating not only transplanted curricula, but multiple intersecting cultures, values, and priorities. To adequately support the students and staff at Canadian Overseas Schools (COS), it is the responsibility of leaders to consider and employ strategies to integrate the various ways of knowing of the school population, and purposefully include diverse practices and perspectives to enhance learning and create systems to dismantle inequities, supporting success for all students. This study focused on Culturally Responsive Leadership (CRL) at Canadian Overseas schools in China, and sought to answer the following questions: (1) In what ways do the beliefs, attitudes and practices of leaders align with the infusion of CRL in schools?; (2) What kinds of challenges and successes do leaders experience when navigating CRL in COS in China?; and (3) What supports, resources and recommendations can be identified to further CRL practices? Using semi-structured interviews as part of a multi-site qualitative analysis approach, data were collected from nine leaders at four different COS in China, then analysed in a four-phased approach utilizing open coding and thematic analysis to organize results according to emerging themes related to leadership roles and qualities, engagement, cultural proficiency, mentorship and contextual considerations. Findings were consistently aligned with existing literature on CRL but served to highlight the complexity of the role of the COS leader. Discussion surrounded the importance of developing dedicated cultural knowledge, actively promoting shared decision-making to overcome emerging challenges, and infusing multiple perspectives into the school’s planning and implementation of procedures and curriculum to promote relevant and meaningful engagement with the whole school, and wider community.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.021 | 0.008 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".