Emerging leadership themes MAELM plain text fully accessible PPT

1. Emerging Leadership Themes in
Graduate Studies in Education &
Technology
Dr. Frederic Fovet – Presentation to the RRU community, June 21st

2. Daily, we are grateful to Xwsepsum
(Esquimalt) and Lkwungen (Songhees)
families, who continue to share their
knowledge about the history of the lands
and their cultural practices.

3. Flavour
• The brief for this presentation:
• ‘Emerging leadership themes that school administrators would
find insightful to learn as part of their MAELM studies’
• I will present emerging themes in a format that might serve as a
teaser-intro to the MAELM program or to ‘EDLM501: Leadership
for Learning’ more specifically.
• I will be exploring three themes in light of the time constraints
• 50 minutes will give us limited time for interaction but I will be
using the hashtag #MAELMjune21 to continue the discussion
with you beyond the presentation

4. First collaborative reflection

5. Popular culture as trigger for thought
• As a form of public pedagogy, film combines entertainment
and politics, and, as I have attempted to argue, lays claim to
public memory (though in contested ways given the
existence of distinctly varied social and cultural formations).‘
(Giroux, 2001)

6. Giroux’ interest in film and popular culture
when ‘taking the pulse’ of educational
transformation
• Society and media have a fascination for education,
particularly thorny educational issues and the need for
education reform.
• Crirical pedagogues also inherently seek outlets for
dissemination of their reflection that are more democratic,
less hierachical and more immediately accessible than
academic publications (and in this sense several recent
documentaries stand out: Teach us all (Lowman, 2017), Most
Likely to succeed (Whiteley, et al., 2015), etc.).

7. Teaching with popular culture
• For other critical pedagogues such as Hodges (2010), film and popular
culture offer unique opportunity to introduce into the classroom
powerful resources that trigger dialogue and challenge of the status
quo.
• I’ll therefore ask you to bear with me while I present a few media
artifacts in the hope of triggering our discussions. Here are a set of
scenes that have recently had a signficant impact on me.

8. ‘Silent Prom’?
• This slide contains photo captions from the series Atypical. The
photos showcase the ‘silent prom’ featured in one of the episodes.
Participants all wear headphones and the room is silent.

9. Outed as LGBT in school
This slide contains images from the film Lady
Bird. The image relate to the scenes where
the protagonist’s boyfriend is discovered as
being gay and is fearful of being outted at
school.

10. The issue of congenial space for students
who are new to a community,
including children from immigrant
families
This slide contains images and captions from the
Danish TV series Rita. The images relate to the
story line which sees Rita attempt to create a
congenial open space for children from immigrant
families who are new to the community.

11. What leadership themes do
these scenes from
contemporary popular culture
highlight and bring to the
forefront?

12. Inclusive leadership and the development of school
cultures that embrace diversity
• ‘What exactly is new about this theme?’ might you argue…
• Indeed the dichotomy between mainstream and ‘special needs’ education
has been effectively eroded in pre-service teaching.
• Provincial policy and legislative guidelines are in place and more rarely
challenged.
• A Supreme Court decision has sent out a clear message: ‘“…adequate
special education, therefore, is not a dispensable luxury. For those with
severe learning disabilities, it is the ramp that provides access to the
statutory commitment to education made to all children…”. & the undue
hardship argument finds itself significantly scrutinized.
• Moore v. British Columbia (Education), 2012 SCC 61 (CanLII)

13. And yet…
• Schools still rarely consider inclusion beyond diagnostic interventions and
minimal legal requirements for accommodations
• No genuine desire to shift the mindset to proactive inclusive design
• No real intention to consider inclusion in terms of ‘culture’ beyond cognitive
classroom retrofiting: leisure, sports, extra-curricular, social interactions, hidden
curriulum, etc.

14. First emergent leadership theme: Developping a
genuine, sustainable climate of inclusion
• Shifting mindset from retrofitting to inclusive design (Loreman,
2017)
• Management of change (Hermann, 2016; McCarley, Peters & Decman, 2016)
• Shaping the hidden curriculum (Neve & Collett, 2017)
• Shifting/ framing school cultures (Villa & Thousand, 2017)
• Examining inclusion holistically and systematically
throughout institutions (Ravenscroft, Wazny & Davis, 2017)

15. Second collaborative brainstorm

16. Food for thought
• A media story has gained momentum through 2017 and it
has had a significant impact on my personal reflection
around the notion of school leadership. I have been able to
use it extensively in my teaching.

17. At first, a song heard on the Net
• This slide contains a screen caption from the N’we Jinan ‘Home to
me’ hit on YouTube. Here is a hypertext link to the song:
https://www.youtube.com/watch?v=EgaYz8YWsO8
N'we Jinan Artists - "HOME TO ME" // Grassy Narrows First Nation

18. A little historical timeline
• 2013: David Hodges, an Indigenous hip-hop producer and youth worker
from Montreal, Quebec travels to the Northern Cree communities in
Quebec to uplift the youth through music and education. This is where the
N’we Jinan was born.
• 2014: Bringing joy and empowerment to the entire nation, the N’we Jinan
Tour visited 10 communities throughout the province of Quebec to
discover talented Cree artists who had a desire for music. Receiving over
100,000 plays on the Tour’s officialjosh soundcloud page, the N’we Jinan
Tour compiled 19 original songs with over 70 youths.
• 2016: Featured on The National (CBC The National, 2016)
• 2017: Mentioned by the Prime Minister on Twitter: ‘Replying to
@JustinTrudeau thanks for the support, Justin! The kids are going to be
thrilled about the tweet! ❤️’

19. This slide contains a map of Canada showing
the innumerable Indigenous communities
which have joined Grassy Narrows youth in
this project, from coast to coast

20. What are the important
leadership themes emerging
from this news story?

21. TRC recommendations and traction around
implementation
• Recommentations 6 to 17
• What is the timeline?
• How do we gain rapid traction around implementation in schools?
• How do we avoid progressive inertia past the inital TRC excitement?

22. Leadership lessons
• Beyond the very important TRC recommendations, this news
story highlights the need for effective community
partnerships.
• How do we bridge the school vs community silos?
• How do we estalish genuine, sustainable communication
channels with community
• How do we start reflecting on the power issues we
perpetuate with community and begin work on reciprocity?

23. Second Leadership theme: engaging community in
innovative, effective and meaningful ways
• We know it is directly relevant to the implementation of the TRC
recommentations, but also in the fight against drop out, in effective Mental
Health prevention, etc.
• Issues of effective and transparent communication with community in the digital
age (Sheninger, 2014)
• Work around the erosion of inherent power dynamics between school and
community (Johnson, 2014)
• Need to integrate genuine experiential dimensions into our pedagogy and
philosophies of leadership (Glazier, Bolick & Stutts, 2017)

24. The reflection continues…
• The N'we Jinan news story must lead us into further reflection around yet
another theme:
• These are youth experimenting with New Literacies
• They are embodying much of the theoretical discourse on New Literacies and
showcase the fact that learners in the digital age are producers of content, not
just consumers.
• New literacies are serving the objectives of Critical Pedagogy and allowing a
radical, powerful and swift current of political awakening, identity building and
amplification of voice among numerous groups of marginalized leaners.

25. Third emergent leadership theme: Creating school
cultures where learners thrive in their capacity as
producers of content and message.
• Integrating New Literacies systemically across schools
• Facilitating a change of mindset in teaching; triggering, nurturing and supporting
this process of management of change (Zoch, Myers & Myers, 2017)
• Encourage school communities to embrace the political empowerment that
encompanies this act of ‘production’ of a discourse (Staley & Freeman, 2017)
• Encourage school communities to embrace the new responsibilities and
opportunties that arise from this new vision of the learner in a digital age (Talib,
2018)

26. Recap
• Developping a genuine, sustainable climate of inclusion
• Engaging community in innovative, effective and meaningful ways
• Creating school cultures where learners thrive in their capacity as
producers of content and message.
• 12 minute video summary of the presentation:
https://www.youtube.com/watch?v=NbR3DayccDE&feature=youtu.b
e

27. If we had had more time…
• Ethics, professional conduct, digital personas and boundaries in 21st century
education (Northouse, 2016).
• Navigating regionalization in a landscape of globalization (Taylor, 2013)
• Decolinizing the curriuculum (Furo, 2018)
• Interdisciplinary approaches to the curriculum (Sun You, 2017)

28. References
• CBC The National (2016) Grassy Narrows CBC The National [Video Segment].
YouTube. Retrieved from: https://www.youtube.com/watch?v=Rumvsrrjs0k
• Furo, A. (2018) Decolonizing the Classroom Curriculum: Indigenous Knowledges,
Colonizing Logics, and Ethical Spaces. PhD. Thesis, Faculty of Graduate and
Postdoctoral Studies, University of Ottawa.
• Giroux, H. (2001) Breaking Into the Movies: Pedagogy and the Politics of Film.
JAC, 21 (3), 583-598.
• Glazier, J., Bolick, C., & Stutts, C. (2017) Unstable Ground: Unearthing the
Realities of Experiential Education in Teacher Education. Journal of Experiential
Education, 40 (3), 231-248
• Hermann, K. R.. (2016) The Principal's Role; Distributed Leadership. Doctor of
Philosophy (PhD), dissertation, Educational Foundations & Leadership, Old
Dominion University,

29. References (contd.)
• Hodges, A.L. (2010) A Critical Close-Up: Three Films and Their Lessons in Critical
Literacy. The English Journal, 99 (3), 70-75
• Johnson, E. (2014) From the Classroom to the Living Room: Eroding Academic
Inequities through Home Visits. Journal of School Leadership, 24, 357-385
• Loreman, T. (2017) Pedagogy for Inclusive Education. Oxford Research
Encyclopedia of Education. Retrieved 16 Jun. 2018, from
http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.00
01/acrefore-9780190264093-e-148
• Lowman, S. (Producer and Director) (2017) Teach Us All [Motion Picture] Los
Angeles,CA: Array Films

30. References (contd.)
• McCarley, T. A., Peters, M. L., & Decman, J. M. (2016). Transformational
leadership related to school climate: A multi-level analysis. Educational
Management, Administration & Leadership, 44(2), 322-342
• Moore v. British Columbia (Education), 2012 SCC 61 (CanLII)
• Neve, H. and Collett, T. (2017), Empowering students with the hidden
curriculum. Clinical Teacher.
• N'we Jinan Artists (2016) Home to me [Video segment]. YouTube. Retrieved
from: https://www.youtube.com/watch?v=EgaYz8YWsO8
• Northouse, P. G. (2016). Leadership Ethics. In P.G. Northouse (Ed.),
Leadership: Theory and practice (7th ed., pp. 329-362). Thousand
Oaks, CA: SAGE Publications, Inc.

31. References (contd.)
• Ravenscroft, J., Wazny, K., & Davis, J. M. (2017). Factors associated with successful
transition among children with disabilities in eight European countries. PLoS ONE, 12(6),.
Retrieved from: http://doi.org/10.1371/journal.pone.0179904
• Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand
Oaks: CA: Corwin Press
• Staley, B. & Freeman, L.A. (2017) Digital storytelling as student-centred pedagogy:
empowering high school students to frame their futures. Research and Practice in
Technology Enhanced Learning, 12-21. Retrieved from: https://doi.org/10.1186/s41039-
017-0061-9
• Talib, S. (2018) Social media pedagogy: Applying an interdisciplinary approach to teach
multimodal critical digital literacy, E-Learning and Digital Media, 15 (2), 55 - 66

32. References (contd.)
• Taylor, Y-W (2013) Understanding the globalization of K-12 schooling through the lens of a
multinational education company: a case study of Fairmont Education Group. PhD. Thesis,
Faculty of USC Rossier School of Education.
• Villa, R. A., & Thousand, J. S. (2017). Leading an inclusive school: Access and Success for all
Students. Alexandria, VA: Association for Supervision and Curriculum Development
• Whiteley, G., Leibowitz, A., Ridley, A., Lombroso, D. (Producers) & Whiteley, G. (Director) (2015)
Most Likely to Succeed [Motion Picture] Austin, TX: Tugg Edu
• Sun You, H. (2017) Why Teach Science with an Interdisciplinary Approach: History, Trends, and
Conceptual Frameworks. Journal of Education and Learning; 6 (4), 66-77
• Zoch, M., Myers, J. & Myers, J. (2017). Teachers’ Engagement with New Literacies as Support for
Implementing Technology in the English/Language Arts Classroom. Contemporary Issues in
Technology and Teacher Education, 17 (1), 25-52

33. Contact details
• Dr. Frederic Fovet
• ffovet@upei.ca
• implementudl@gmail.com
• @Ffovet
• www.implementudl.com
• https://www.islandscholar.ca/people/ffovet