Abstract
The purpose of this study is to investigate the diversity practices of head teachers as transformational leaders in Bangladeshi primary schools. A qualitative method was adopted, and eight government primary school head teachers from eight divisions in Bangladesh were chosen for in-depth interviews in order to gather deeper viewpoints and understand the realities of diversity practices. After that, a primary school teacher was chosen for an interview, and a FGD (composed of six students) was held with pupils of each eight schools to further clarify the head teachers' viewpoint. Data were gathered from a number of sources, thoroughly transcribed, coded, and then thematically analyzed. Major themes emerged from the analysis which has crucial influences on transformational head teachers' diversity practices are policy and strategies, culturally responsive teaching, professional development, communication, school climate, learning environment, and monitoring and evaluation. Challenges have also been identified and discussed.
TopIntroduction
In education, diversity has received a lot of attention as societies become more culturally diverse. Students can learn from other students who have significantly diversified life experiences from their own; a diverse student body fosters a richer learning environment. It improves students' capacity for intercultural cognizance, sympathy, and coexistence with people from diverse backgrounds (Wells et al., 2016). Diversity practice on campus helps students become more tolerant, develop their leadership potential, and better prepare them to take part in civic life today (Gilfoyle et al., 2003). Additionally, diversity practices provide a positive learning environment in schools and foster positive interpersonal ties among all stakeholders (Adams & Velard, 2021). In 1948, the UN proclaimed that each person has the right to be educated in Article 26 of the Universal Declaration of Human Rights, which marked the beginning of inclusive education and diversity policies in schools (United Nations, 2007). The World Declaration on Education for All, which was published in 1990, the Salamanca Statement and Framework of Action, which was published in 1994, the Dakar Framework for Action, which was published in 2000, and the UN Convention on the Rights of Persons with Disabilities, which was published in 2008, are some of the major guiding documents that the international community has seen published in relation to inclusive education and diversity practices in schools. The main benefit of all these policies is that they treat all children equally in society and at school by attending to and meeting their varied needs (Ahsan & Mullick, 2013). Most recently, the Incheon Declaration's Education 2030 Framework for Action places a strong emphasis on the necessity of addressing all forms of marginalization and exclusion and focusing on diversity practices. With a focus on those who have historically been denied access to educational opportunities, such as children from the poorest households, members of linguistic and racial minorities, indigenous peoples, and people with disabilities, it emphasizes actions that enable educational systems to serve all learners (Ainscow & Messiou, 2018).
Key Terms in this Chapter
Diversity Practice in Education: Diversity refers to the large range of variations that exist across people or groups in terms of their demographics, cognitive preferences, functional specialization, cultural heritages, religious beliefs, languages, and talents. Recognizing, appreciating, and accepting these distinctions is a key component of embracing diversity and creating a workplace where everyone is valued for their particular contributions.
Idealized Influence: The term “idealized influence” in transformational leadership refers to a leader's charismatic and inspiring traits that win their followers' regard, confidence, and respect. Leaders who wield idealized influence serve as role models by exhibiting the virtues and conduct that they demand of their followers.
Individual Consideration: A key component of transformational leadership is individual consideration, which focuses on a leader's capacity to identify and address the particular needs, assets, and growth opportunities of each follower.
Inspirational Motivation: A crucial aspect of transformational leadership is inspirational motivation, which refers to a leader's capacity to convince their people with a compelling vision and a feeling of purpose. When setting high expectations and goals for their team or company, leaders with inspirational motivation create a distinct and motivational vision of the future.
Culturally Responsive Teaching: An educational strategy known as “culturally responsive teaching” acknowledges and values the cultural diversity of the pupils in the classroom. Creating a more meaningful and relatable educational experience, entails teachers purposefully incorporating students' cultural backgrounds, experiences, and identities into the learning process.
Transformative Leadership: Transformative leadership is an approach to leadership that goes above and beyond traditional methods of leadership by motivating and enabling people and organizations to experience significant growth and positive transformation. It is a visionary and powerful leadership approach that places a strong emphasis on inspiring and energizing followers to achieve group objectives and make a significant and long-lasting influence.
Intellectual Stimulation: A vital component of transformative leadership is intellectual stimulation, which involves challenging and inspiring followers to think independently, critically, and creatively. A culture of curiosity, ongoing learning, and creativity is fostered by leaders who are intellectually stimulated inside their team or business.
Inclusive Education: An approach to education known as inclusive education seeks to give all children equitable access to high-quality instruction in mainstream classrooms, regardless of their skills, disabilities, or backgrounds. To ensure that every student can actively engage, learn, and thrive in a varied and accepting learning environment, it argues for removing barriers, modifying teaching techniques, and offering appropriate support.