Abstract
This article is concerned with the sustained peace education initiative of integrated schooling
and in particular with leadership responses to cultural diversity. Using a case study group of
principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the
author explores how principals perceive and lead their visions of integrated education. A
combined framework of multicultural and school leadership theory is employed to analyse the
findings. The perceptions of the principals reported are consistent with liberal interpretations
of multiculturalism, although there is also evidence of a more pluralist perspective. Core liberal
values appear to be central to the leadership style of these principals, in line with values-led
contingency models of leadership. The article suggests that a sole emphasis on common
humanity is an inadequate approach to peace education. It tentatively suggests a relationship
between leadership styles and approaches to multiculturalism, and argues that a synthesis of
multicultural and leadership theory can usefully guide the development of peace education
leadership.
Original language | English |
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Pages (from-to) | 3-16 |
Number of pages | 14 |
Journal | Journal of Peace Education |
Volume | 5 (1) |
Publication status | Published - 2008 |