Educational leadership as the dynamic interplay between performance and learning outcomes has been largely depicted as taking place within a pacified educational space in which broader social, political and economic challenges have been stopped at the school’s entrance. However, pressing social and economic issues, such as preserving biodiversity and sustainability, coupled with the prominence of environmental education and environmental ethics in schools and in relevant educational curricula, suggests a misfit between the burgeoning global educationaloutlook demanded by such areas of learning and the narrow, school-based focus of educational leadership. Educational researchers have identified the growing cosmopolitanism of new teachers working with a global epistemic outlook and the impact these new teachers have on the teaching profession and the work of teachers. New teachers have a growing social and cultural awareness, which they seek to pursue through their teaching practice. Fundamental to the more cosmopolitan outlook of new teachers are notions of global interconnectedness and that the role of education is broader and more than delivering fundamental literacy and numeracy. The value of education is determined by how much good it can do for the individual and the learner in the context of global social responsibility. With the advent of cosmopolitan teachers, new forms of educational leadership are required in which the leading of education is underpinned by notions of education as a public good, an educative process able to facilitate broader understandings such as the need for climate stability as a fundamental to all humanity. In this chapter, I will outline key shifts required in educational leadership is order to suggest a better fit between education as a public good and how cosmopolitan leadership can affirm the critical role of educators and education for sustainable futures.
|Title of host publication||Structural Equation Modeling in Educational Research|
|Place of Publication||The Netherlands|
|Number of pages||16|
|Publication status||Published - 2009|