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Smith has experience in public and private sector organisations. Smith is widely published and a co-author of MisLeadership Gower Dr Ginger Charles has worked as a police officer in the United States since She has recently retired as a sergeant from police work after 27 years of service. She now researches health risk factors in the law enforcement community. Show More Show Less. Best Selling in Nonfiction. Save on Nonfiction Trending price is based on prices over last 90 days. For example, the headteacher from Tower Hamlets reported in the previous section also told us that white working-class families are more likely to be disaffected than immigrant groups a situation common to other inner city areas :.

The Bangladeshi families …. In other contexts, whole sections of the community can be a dysfunctional, as is described in the following extract from a Liverpool headteacher:. A lot of disaffected youth in gangs, children between 10 and 16 or 17 maybe.

Causing a lot of problems for the people living here. Into that mix, I think, comes a lot of people just recently, asylum seeking families, who are having quite a lot of difficulty here.

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That tends to be Czech Roma families, but there are other families who really are finding it very difficult to come to terms with the aggression. Phase I — Liverpool. Estate schools are another facet of urban schooling. Typically, they serve communities that have moved from traditional inner-city areas. The school originally would have served the area of T.


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So people at that time …. Within the school itself, which is the only secondary school in this particular area, although there are quite a number of schools which people can gravitate to….. Phase I — Belfast.

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Diagram V depicts a typical drawing. The school is located in Cardiff. In the following two extracts, headteachers from Cardiff and Manchester describe their community context in terms which have a strong resonance with that of the Belfast school and with each other. The Cardiff headteacher quoted below also drew Diagram IV. There are sections of the community who create difficulties..

Sometimes there is a naivety that goes alongside a streetwise approach. It seems a contraction, a paradox..

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A very small percentage go on to Higher Education. A feature of these type of parents is the total irrationality.. Pupils go home with stories and there is quite a significant number who will question you on very spurious evidence… Litigation is never far from some of them. Phase II — Cardiff. We serve the poorest, officially the most socially deprived ward in England….. They really, really are bright kids In terms of the estate, its 70, housing units.. If you want to talk about the inverted snobbery form of evaluating how tough the context is..

He left school two years ago last summer and we had his friend who was shot dead just before Christmas…One of our parents was killed in a motorcycle accident. So there seems to be lots of deaths in the area.


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Crime rate is high, there is a drugs problem, but we do have squirrels on the ground, we do have our own pond. But it is a tough community.

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There are less problems with money, but there is considerable disaffection and underachievement. Phase II — Manchester. When we completed our review of Phase I of the project Riley, et al. The issues and pressures with which they have to grapple on a daily basis frequently put them at the cutting edge of changes which will shape our society for many decades ahead. What is becoming apparent to us through our work in Phase II is that our school leaders are struggling to come to terms with some of the complexities of our increasingly pluralist society in which communities may hold different ethnic, religious or political beliefs and expectations.

Following on from this core work, we have brought participants in each phase together in a developmental conference, using that opportunity to explore some of the complexities in greater depth:. On the third and final day of our conference with participants in Phase II of the project our discussions focused on some of the dilemmas and challenges they face in mediating between different faiths, values, beliefs and expectations.

The following extracts give an indication of the complexity and intensity of these issues and the personal impact of the mediation role. The headteachers and principals find themselves managing sensitive and complex issues and often feel isolated and unsupported in confronting some of the challenges from communities. People could bully you. And it just happens so quickly, and out of the blue. You just have to go with your conscience. And small things can escalate like that. They were politically motivated parents.

Then I made some other phone calls to people that I knew and had the picket line cancelled. But only just at the last minute. We have issues which sometimes go the extreme. And not recognising that the school is an integral part. I think it will always be an issue that will jump up and bite you. Now I know she did it because she knew how to get under my armour and do it.

In this paper we have highlighted two themes from the project Leadership on the Front-line around issues of community. We have been able to capture some of the rich discussions and reflections of project participants through a research and development methodology which encourages shared learning across city and local contexts, school phases and types, and which aims to build trust, between project participants and between participants and members of the project team. On the basis of the work we have completed so far in both phases of the project, we think there is something distinctive about urban school leadership.

This is about pace, complexity and the day-to-day challenges in community contexts which are demanding and volatile. And while there is not a set of unique characteristic which distinguish urban schools leaders from their colleagues elsewhere, there are a number of unifying elements. These are to do with:. The field work from both phases of the project has also confirmed our views about the importance of context, and of understanding local communities.

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The contextual challenges which are about understanding the ways in which urban communities can and do change are demanding and complex. We argue that carrying out a comprehensive community audit on a regular basis of the type described in section 3 can help school leaders clarify the issues and develop their own strategies for establishing strong community networks and links. However, it is important not to underestimate the difficulties of doing this, or engaging in a very different dialogue and debate with communities. This goes beyond reaching out to help the community and is about learning from and making better use of existing resources in the community — an issue which Kathryn Riley and Karen Seashore explored in a review of schools and community leadership.

Analysing the literature in the field as part of a broader study on community leadership 2 , Riley and Seashore concluded that communities—including poor communities - are full of untapped resources that go beyond cohesive social relationships that provide caring support for children. Shared norms and values that encourage learning may be unrecognized, and social institutions such as faith organizations may have programmes that can be linked to school success. While finding cohesiveness in rural or homogeneous communities may be easier, in settings that are characterized by socio-cultural tensions, a mix of democratic involvement and networking may provide significant contributions for school improvement.