What would your ‘red line’ be?
What line, if crossed, would have you falling on your sword, resigning, or, at the very least, having a good old rant?
That question is at the centre of one of this week’s digests: Kay Fuller (University of Nottingham) examines acts of resistance amongst headteachers - what do they do and say when their red lines are crossed?
The second digest, of an article by Philip Hallinger (Hong Kong Institute of Education), argues that school leadership is not a ‘one size fits’ all practice. It has to be interpreted and applied according to local culture - including the base of knowledge through which that application is done:
For those of us who are Westerners working in Eastern contexts, the piece should prompt valuable reflection on the contextual relevance of the knowledge which underpins our practice.
In addition to these digests we also have two contributor pieces:
As the names suggests, the first of these pieces is by an anonymous contributor. The reason for the anonymity will be obvious; the writer argues that British international schools, especially those offering bilingual programmes, promise a ‘Harry Potter’ style experience but often deliver far less.
The second piece suggests that schools should be embracing AI, in the classroom and elsewhere. Will a robot be your next school receptionist?
We hope you enjoy the pieces. Until next week, happy reading.