HU Credits: 2

Degree/Cycle: 2nd degree (Master)

Responsible Department: Education

Semester: 1st Semester

Teaching Languages: Hebrew

Campus: Mt. Scopus

Course/Module Coordinator: Rima'a Da'as

Coordinator Email: rimaa.daas@mail.huji.ac.il

Coordinator Office Hours: By appointment

Teaching Staff:
Dr. Rima'a Da'as

Course/Module description:
The course will discuss management aspects in societies characterized by multiculturalism versus the multicultural reality. Theories of multiculturalism, management in a particular cultural context and differences compared to other contexts will also be discussed.
The course will focus on leaders' characteristics for leading multiculturalism, justice and social change.
The course will focus specifically on the Israeli educational system. Israel is characterized by multiple cultures and multiple ethnic groups, including minorities. Management in such a society is complex and should address managerial and leadership aspects that emphasize multiculturalism in order to bridge different groups in society and reduce the alienation between them.

Course/Module aims:
Understanding the theoretical concept of "multiculturalism", including its application and evaluation within the educational system.
Exposure to research on educational leadership in a multicultural context and the leader’s role in promoting multiculturalism.
Investigating the characteristics of leaders necessary for promoting multiculturalism, justice and social change.

Learning outcomes - On successful completion of this module, students should be able to:
1. Students will develop their ability to identify dilemmas faced by principals in a multicultural society

2. Students will deepen their knowledge of multicultural aspects in education administration

3. Students will gain knowledge in linking social and cultural change in a multicultural society

4. Students will recognize models of multiculturalism

Attendance requirements(%):

Teaching arrangement and method of instruction: Including digital tools

Course/Module Content:
1. Diversity, multiculturalism, and multi-cultural reality.
2. Models for examining cultures in education administration: The Globe project and Hofstead's model
3. Impact of cultural characteristics on management
Leadership for social justice
Culturally relevant leadership
Culturally responsive school leadership
Culturally responsive instructional leadership
Community leadership
Leadership for society

Management in the context of multi-cultural reality - the case of Israel
Arab teachers in the context of Jewish schools
Leadership, diversity and cultural sensitivity: perspectives in diversity management
Leadership characteristics and coping strategies in a multi-ethnic context
Management in the context of immigrants and refugees

Required Reading:
A’li, N., & Da'as, R. (2017). Exploring the relationship between gender and acceptance of authority at an Arab school in Israel. Journal of International Women's Studies, 18(2), 89-104.‏
Da'as, R., Ganon-Shilon, S., Schechter, C., & Qadach, M. (2021). Implicit leadership theory: principals' sense-making and cognitive complexity. International Journal of Educational Management. https://doi.org/10.1108/IJEM-02-2020-0086
Hofstede, G. (2009). Geert Hofstede cultural dimensions. avaliabl at: http://www.taylortraining.com/clients/mcc/Hofstede_Cultural_Dimension_Explained(external).pdf‏
Karahanna, E., Evaristo, J. R. & Srite, M. (2006). Levels of Culture and Individual Behavior: An Integrative Perspective. Advanced Topics in Global Information Management, 5 (1), 30–50.
Zibenberg, A. and Da'as, R.A., 2020. The implications of personal values on perceptions of the effective principal: The case of Israeli Arab teachers. International Journal of Leadership in Education, 1-21.
Da’as, R. A. (2017). School principals’ leadership skills: measurement equivalence across cultures. Compare: A Journal of Comparative and International Education, 47(2), 207-222.‏
‏ Eyal, O., Da’as, R. A., & Berkovich, I. (2020). Ethical considerations of Bedouin Arab school leaders: Negotiating Eurocentric and indigenous decision-making values. Educational Management Administration & Leadership, 1741143220913556.‏
Qadach, M., Schechter, C., & Da’as, R. A. (2020). Instructional leadership and teachers' intent to leave: The mediating role of collective teacher efficacy and shared vision. Educational Management Administration & Leadership, 48(4), 617-634.
Truong, T. D., & Hallinger, P. (2017). Exploring cultural context and school leadership: Conceptualizing an indigenous model of có uy school leadership in Vietnam. International Journal of Leadership in Education, 20(5), 539-561.‏

Acar, F.P. (2010). Analyzing the effects of diversity perceptions and shared leadership on emotional conflict: A dynamic approach. The International Journal of Human Resource Management, 21(10), 1733–1753.
Bodla, A. A., Tang, N., Jiang, W., & Tian, L. (2018). Diversity and creativity in cross-national teams: The role of team knowledge sharing and inclusive climate. Journal of Management & Organization, 24(5), 711–729.
Meeussen, L., Otten, S., & Phalet, K. (2014). Managing diversity: How leaders’ multiculturalism and colorblindness affect work group functioning. Group Processes & Intergroup Relations, 17(5), 629-644.‏

יונה, י. (2007). חינוך רב תרבותי בישראל: אתגרים וקשיים. בתוך: פ. פרי, חינוך בחברה רבת תרבויות, 39-66.
פרי, פ. (2007). חינוך בחברה רבת תרבויות : פלורליזם ונקודות מפגש בין שסעים תרבותיים. בתוך: חינוך בחברה רבת תרבויות, 9-26.
ריינגולד, ר. (2005). מודלים קוריקולריים של חינוך רב-תרבותי פלורליסטי - ארבעה חקרי מקרה מן האקדמיה בארה"ב. דפים, 108- 131. נמצא ב: http://library.macam.ac.il/study/pdf_files/d8688.pdf

תמיר, י. (1998). שני מושגים של רב תרבותיות. בתוך: מ. מאוטנר, א. שגיא ור. שמיר עורכים. רב
תרבותיות במדינה דמוקרטית ויהודית. תל אביב. רמות. 79-92.
Billot, J., Goddard, J. T., & Cranston, N. (2007). How principals manage ethnocultural diversity: Learnings from three countries. International Studies in Educational Administration, 35 (2), 3–19.
Gardiner, M. E., & Enomoto, E. K. (2006). Urban school principals and their role as multicultural leaders. Urban Education, 41(6), 560-584.‏
Kymlicka, W. (2003). Multicultural states and intercultural citizens. In: Theory and Research in Education, 1 (2), 147- 169.
Zembylas, M., & Iasonos, S. (2010). Leadership styles and multicultural education approaches: An exploration of their relationship. International Journal of Leadership in Education, 13(2), 163-183.‏
Walker, A. (2004). Priorities, strategies and challenges: proactive leadership in multi-ethnic schools. Nottingham, England: National College for School Leadership,
תרגום נמצא באתר אבני ראש"ה http://www.avneyrosha.org.il/resourcecenter/Pages/43.aspx
ברקוביץ, י. (2017). מנהיגות לצדק חברתי בחינוך, אקטיביזם ושינוי חברתי: מסגרת מושגית ודיון בקונטקסט הישראלי. עיונים במינהל ובארגון החינוך, 35, 222-191.
עראר, ח. וראפע, מ. (2019). מנהיגות לצדק חברתי בבית הספר הערבי בישראל. עיונים במינהל ובארגון החינוך, 36, 69- 89.
Arar, K., Beycioglu, K., & Oplatka, I. (2017). A cross-cultural analysis of educational leadership for social justice in Israel and Turkey: Meanings, actions and contexts. Compare: A Journal of Comparative and International Education, 47(2), 192-206.
Beachum, F. (2011). Culturally relevant leadership for complex 21st century school contexts. The SAGE handbook of educational leadership: Advances in theory, research, and practice, 27-35.
Khalifa, M. (2012). A re-new-ed paradigm in successful urban school leadership: Principal as community leader. Educational Administration Quarterly, 48(3), 424-467.

Khalifa, M. (2012). A re-new-ed paradigm in successful urban school leadership principal as community leader. Educational Administration Quarterly, 48, 424–467.

Khalifa, M. (2013). Creating spaces for urban youth: The emergence of culturally responsive (hip-hop) school leadership and pedagogy. Multicultural Learning and Teaching, 8, 63–93.

Khalifa, M. (2018). Culturally responsive school leadership. Cambridge, MA: Harvard Education Press.

Khalifa, M. (2019). Culturally Responsive School Leadership. Harvard Education Press, Cambridge

Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-1311.‏
Santamaría, L. J. (2014). Critical change for the greater good: Multicultural perceptions in educational leadership toward social justice and equity. Educational Administration Quarterly, 50(3), 347-391.

ארזי-חטאב, ה' (2011). "לא עוצרים בעלייה": ריבוי זהויות בבית הספר. ירושלים: מכון אבני
ראשה . נמצא ב: http://www.avneyrosha.org.il/resourcecenter/Pages/4-2.aspx
‏ Arar, K., & Massry-Herzalah, A. (2017). Progressive education and the case of a bilingual Palestinian-Arab and Jewish co-existence school in Israel. School Leadership & Management, 37(1-2), 38-60.‏

Saada, N., & Gross, Z. (2019). The Experiences of Arab Teachers in Jewish Schools in Israel. Teaching and Teacher Education, 79, 198-207.

Arar, K., Örücü, D., & Küçükçayır, G. A. (2019). Dramatic experiences of educators coping with the influx of Syrian refugees in Syrian schools in Turkey. In Education, Immigration and Migration. Emerald Publishing Limited.‏
Arar, K., Ӧrücü, D., & Waite, D. (2020). Understanding leadership for refugee education: introduction to the special issue. avliable at: https://www.researchgate.net/profile/Deniz_Orucu/publication/331487171_These_Students_Need_Love_and_Affection_Experience_of_a_Female_School_Leader_With_the_Challenges_of_Syrian_Refugee_Education/links/5c7cdf04a6fdcc4715acb7e9/These-Students-Need-Love-and-Affection-Experience-of-a-Female-School-Leader-With-the-Challenges-of-Syrian-Refugee-Education.pdf‏
Arar, K., Örücü, D., & Ak Küçükçayır, G. (2019). Culturally relevant school leadership for Syrian refugee students in challenging circumstances. Educational Management Administration & Leadership, 47(6), 960-979.

Additional Reading Material:
נגב, מ. (2016). מדיניות רב- תרבותיות בחינוך לקיימות. בתוך: מדיניות ציבוריות ורב תרבותיות, עורכים: בשיר, ב., בן- פורת, ג. ויונה, י., עמ' 94, הוצאת מכון ואן ליר והקיבוץ המאוחד.

Grading Scheme :
Essay / Project / Final Assignment / Referat 80 %
Presentation / Poster Presentation / Lecture/ Seminar / Pro-seminar / Research proposal 20 %

Additional information: