Leadership of Place
Leadership of Place
Summary
This paper aims to contribute to theory, policy and practice in relation to
urban leadership. The paper focuses on the concept of place: a key notion in
relation to global citizenship.
In the context of urban schools and communities, three questions are
examined:
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Introduction
The notion of place is a powerful one: the place where we are from; the
place where we live; the place where we would like to be. It signifies issues
about identity and belonging (or lack of it), and about roots and connections
(or lack of them). In our fast moving global world, individuals and
communities remain profoundly attached to place.
This exploratory paper sets out to define and explore new terrain about the
context and practice of leadership. It focuses on the concept of place,
examining the implications of leadership of place for school leaders in
challenging areas of our cities. It also explores the concept of space is an
integral part of the notion of place, signifying issues about opportunities and
restrictions, safety and danger.
The paper draws on earlier work on urban school and communities,
undertaken by the author through the project Leadership on the Front-line
(Riley, 2007, 2008 and 2009). Working with some 80 principals and
headteachers of schools in challenging contexts (in Belfast, Birmingham,
Cardiff, Dublin, London, Londonderry, Liverpool, Manchester, Paris and
Salford), Leadership on the Front-line examined the context for leadership,
highlighting the ways in which the community context is the starting point for
understanding, developing and applying urban leadership.
One conclusion from that earlier work was that school leaders needed to
identify the actors, system-wide policies and relationships which operate
within a schools community and wider locality. The self-review framework
Taking the Leadership Pulse - which drew on findings from the project - was
one outcome from the project. It was designed to encourage school leaders
to gather community information and develop an approach that is rooted in
the immediate context of the school and neighbourhood, but which also
takes into account the wider social and political environment.
The framework identified the four elements that influence school leaders
ability to manage these relationships: the physical reality, the social or
political reality; the emotional reality; and the spiritual reality (Riley, 2009). The
physical reality encompasses the day-to-day logistics of managing a school
in a challenging urban environment, in which the physical conditions can be
daunting, as well as invigorating. The social and political reality is shaped by
the social landscape of the school (the relationships among people), but also
the reality of students' home lives which can include poverty, lack of stability
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Approach
This paper seeks to deepen the exploration of context and community which
began in Leadership on the Front-line and to go beyond it. This new
exploration requires an analysis of the concrete conditions within schools as
organisations, as well as their external priorities and relationships with
communities. It involves the investigation of such questions as:
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Defining Place
Indigenous communities across the globe have fought to retain their ties to
the land, or to the place of their forbearers. For the urban dweller, however,
the links may be weak. In our globalising world, social transformation has
promoted a climate of mobility, change and, for some, insecurity. The poor,
the displaced, the refugee, the economic migrant seek respite and
opportunities in other countries and locations, particularly in the cities.
City dwellers move location for a range of reasons. The upwardly mobile
leave their place of birth to continue their education, or to seek
advancement. Poorer members of the community are more likely to be
reluctant movers, forced to relocate by socio-economic factors and
political decisions. In the 1950s, for example, many of East Londons white
indigenous communities in Bethnal Green were unwilling migrants to the
suburbs of London (Young and Wilmott, 1957). A similar story unfolded In
Bostons West End in the 1960s, where members of the Italian-American
community were forced to leave their tenements to make way for luxury
housing (Gans, 1962).
Political priorities continue to have an impact on the poor and less powerful.
In 2004, for example, Dame Shirley Porter, ex-Leader of Westminster City
Council and TESCO heiress was forced to pay 12m in settlement of a legal
surcharge for her key role in a scheme that sold off 500 council (publically
funded) homes each year to potential Conservative voters in marginal
wards. This policy (which ironically was called building stable communities)
was a concerted effort to boost Conservative election prospects (BBC, 2004).
Thus place and space are not only important but also highly charged and
contested issues. Space is connected to history and identity (Dillabough
and Kennelly, 2009, p.p. 6). Animals mark their territory. Gangs assert their
sense of terrain through tagging: gang related graffiti. The notion of place
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These positive perceptions challenge the view of the British National Party who have
argued recently that London has become a city that has been "ethnically cleansed"
(Guardian, 2009), of indigenous Londoners (BNP, 2009).
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raises questions for educators about place, space and identity: Do Londons
Pakistani and Bangaldeshi young people feel more vulnerable, more
exposed to the scrutiny of others and the hostility of some? What is their sense
of identity, as young Londoners?
Leadership of Place
To explore the complexity of these issues further, the author undertook
extended interviews with three principals of secondary school in London. The
issues which have emerged from this exploratory work are not only relevant
to London, but also to other major cities and conurbations.
London is home to seven million people who between them speak over 300
languages. Nearly 1 in 3 of Londons residents has been born outside
England, and the city has at least 50 non-indigenous communities with
populations of more than 10,000. As a global city, London is not only
ethnically, linguistically, racially and religiously diverse but it is also a city of
culture and an economic force: a centre of innovation and international
finance. As a home to migrants from across the world, it embraces the
lifestyle and beliefs of citizens from across the globe (Riley, 2010). For many its
diversity is to be celebrated. For some it is to be abhorred (Guardian, 2009).
Each of the three principals interviewed has been involved in aspects of the
project Leadership on the Front-line. While the three schools they lead share
the broader London context, they are distinctively different, although each
serves communities with high levels of social and economic need.
The interviews focused on four themes:
In the following section of the paper, three short vignettes are offered, one
from each of the three school leaders, which illustrate how they have sought
to shape aspects of their leadership in response to their sense of place and
space.
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The British Legion came to our school. They had never been to an inner
city school the were so bowled over by the respect of kids our Muslim
kids, all our different groups - that they took 20 kids to the battle fields in
France. You know, after the Flanders Battle was finished, the Sherpas
picked up dead bodies, so the Battle could go on. They were killed by
unexploded mines. So there was an army of Indians, who serviced
battle.
Leadership of place is also about solving conflict in a community. Its
very difficult. If something happens in a particular community, it has an
impact on all the schools. A nearby school excluded a Somalian girl.
This was seen as racist and all schools tarred with same brush. Part of
the problem was that we didnt know enough about the Somalian
population. There are different tribes who dont get on. A Somalian
case worker was able to give insights and understanding about local
society. We worked with other local schools to get a real dialogue
going.
You need to be emotionally resilient to be a leadership of place. There
are the generic qualities of leadership, the core values, but you need
more. You need understanding of the community and of your own
story. Everyone has a story to tell,
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Some Implications
This final section highlights three themes which emerge from this preliminary
work: the first relates to the notion of place as a tool or filter to explore
complex issues; the second relates to the notion of political literacy; and the
third to that of trust.
Leadership of place as a tool or filter for analysis
Findings from the exploratory London fieldwork indicate that leadership of
place is a powerful tool for exploring leadership in challenging urban
contexts. It highlights the importance of developing physical conditions within
a school that take into account the socio and environmental limitations of
place (e.g. safety, spaces to work) and which match the aspirations of
communities. It illustrates the need for leaderly actions which are
collaborative and which seek interconnections.
Within the field of education, the notion of leadership of place is currently
being explored from a range of perspectives. Glasman and Crowson (2001),
for example, have focused on the concept of bridging, highlighting the
ways in which schools, and their leaders, can create a sense of place for
both children and adults. Their analysis is endorsed by findings from the
project Leadership on the Front-line (Riley, 2007, 2008 & 2009). Young people
interviewed in that project consistently emphasised the physical and
emotional aspects of the school as a place of safety which offered them a
space to play, to be with their friends, to access opportunities. Leadership of
place has particular implications for school leaders in challenging urban
contexts (Riley & Louis, 2004).
Leadership of place and political literacy
The three illustrations included in this paper demonstrate the ways in which
discussions about a major city, such as London, and its young people, cannot
take place in a political vacuum. The context of our cities is often highly
charged. Ideas, beliefs, aspirations and values are contested. The notion of
what it means to be a Londoner is being redefined every day.
The notion of leadership of place is thus linked to that of political literacy: not
just the reading of the word but also the reading of the world, as Freire
(1993) puts it. This connection between leadership of place and the
development of political literacy stems from the potential for schools to play
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a pivotal role in creating a buy in for young people which enables them to
make sense of the place in which they are located, and recognise how they
can influence and shape it (Grace, 1987; Riley, forthcoming).
Leadership of place and trust
The notion of leadership of place also raises important issues about social trust
between schools and communities (Byrk & Scheider, 2002): both institutional
trust (the expectations and norms of an organisation), as well as relational
trust (the interactions between individuals) (Louis, 2007). Trust is a dynamic
concept which is an essential ingredient for the cooperative action which is
the foundation of social capital (Coleman, 1988 & 1990), part of the invisible
assets, the untapped resources of communities (Hargreaves, 2003).
What each of the three school leaders interviewed for this paper has
demonstrated, in different ways, is the centrality of their role in building trust
with the young people in their school, and with communities. Building trust
requires energy, commitment and focus.
Final Reflections
Our cities have long been centres of flux, attracting populations: displaced
workers from rural areas, displaced persons from across the globe, social and
economic migrants. The East End of London, for example, has been the first
port of call for the Huguenots, the Irish, the Jews of Eastern Europe, arrivals
from the Asian sub-continent, as well as home to long-established white
working-class communities.
The concept of place, rather than that of context encapsulates the sense
of movement that characterises our cities. It signifies, as has already been
mentioned, issues about identity and belonging. It raises questions for
educators such as: What is it that young people think and experience within
their neighbourhood? Where do they feel safe? Where do they and their
families think they belong? The school as a place changes, not only because
the students change but because the staff change too.
Place and space assume different meanings in each of three contexts
discussed here. Each school has its own story and its own pattern. The
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Contact
[email protected]
www.leru.org.uk
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