Abstract
The contingency theories of leadership that gained prominence during the 1970s and 1980s are still relevant to current leadership practice (Bush, 2008; Simpson, 1999). These theories hold that leadership is context-bound and that “context is the vehicle through which the agency of particular leaders may be empirically understood” (Gronn & Ribbins, 1996, p. 454). They are particularly important for yielding insights into leadership as it is understood and practised in such extraordinarily challenging contexts (Bush, 2008) as post-conflict societies.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Aldrich, R. (1996). Education for the nation. London: Cassel.
Altbach, P. G. (1971). Education and neocolonialism: A note. Comparative Education Review, 15(2), 237–239.
Altbach, P. G., & Kelly, G. P. (1978). Education and colonialism. New York: Longman.
Anderson, M., Davis, M., Douglas, P., Lloyd, D., Niven, B., & Thiele, H. (2010). A collective act: Leading a small school. Camberwell, VIC: ACER Press.
Botha, R. J. (2004). Excellence in leadership: Demands on the professional school principal. South African Journal of Education, 24(3), 239–243.
Boughton, B. (2011). Timor-Leste: Building a post-conflict education system. In C. Brock & L. Pe Symaco (Eds.), Education in South-East Asia (pp. 177–196). Oxford: Symposium Books.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
Briggs, C. (2000). Interview. Journal of Linguistic Anthropology, 9(1–2), 137–140.
Bryman, A. (2004). Social research methods (2nd ed.). Oxford: Oxford University Press.
Buckland, P. (2006). Post-conflict education: Time for a reality check? Forced Immigration Review, Education Supplement, 7–8. Retrieved February 25, 2013, from http://www.fmreview.org/sites/fmr/files/FMRdownloads/en/FMRpdfs/EducationSupplement/03.pdf
Burgess, R. G. (1984). In the field: An introduction to field research. London: Unwin.
Burns, R. (1994). Introduction to research methods (2nd ed.). Melbourne: Longman.
Bush, K. D., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children. Florence: UNICEF.
Bush, T. (2008). Leadership and management development in education. Los Angeles: Sage.
Bush, T., & Jackson, D. (2002). A preparation for school leadership: International perspectives. Educational Management and Administration, 30(4), 417–429.
Bush, T., & Oduro, G. K. T. (2006). New principals in Africa: Preparation, induction and practice. Journal of Educational Administration, 44(4), 359–375.
Clarke, S., & O’Donoghue, T. (2013). The case for studying educational leadership at the individual school level in post-conflict societies. In S. Clarke & T. O’Donoghue (Eds.), School level leadership in post-conflict societies: The importance of context (pp. 1–8). London: Routledge.
Clarke, S., & Wildy, H. (2004). Context counts: Viewing small school leadership from the inside out. Journal of Educational Administration, 42(5), 555–572.
Clayton, T. (1998). Building the new Cambodia: Educational destruction and construction under the Khmer Rouge, 1975–1979. History of Education Quarterly, 38(1), 1–16.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Los Angeles: Sage Publications.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). New Jersey: Pearson Education Inc.
Davies, L. (2004). Education and conflict: Complexity and chaos. London: Routledge.
Day, C., Harris, A., & Hadfield, M. (2010). Grounding knowledge of schools in stakeholder realities: A multi-perspective study of effective school leaders. School Leadership and Management: Formerly School Organisation, 21(1), 19–42.
Dempster, N., Carter, L., Freakley, M., & Parry, L. (2004). Contextual influences on school leaders in Australia: Some data from a recent study of principals’ ethical decision-making. School Leadership & Management, 24(2), 163–174.
Earnest, J. (2013). Sri Lanka: School leadership in the conflict-affected north and east. In S. Clarke & T. O’Donoghue (Eds.), School level leadership in post-conflict societies: The importance of context (pp. 64–77). London: Routledge.
Fletcher, B. A. (1936). Education and colonial development. London: Methuen & Co Ltd.
Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers’ College Press.
Gourevitch, P. (1998). We wish to inform you that tomorrow we will be killed with our families: Stories from Rwanda. New York: Farrar Straus and Giroux.
Gronn, P., & Ribbins, P. (1996). Leaders in context: Postpositivist approaches to understanding educational leadership. Educational Administration Quarterly, 32(3), 452–473.
Hannum, E., & Buchmann, C. (2005). Global educational expansion and socio-economic development: An assessment of findings from the social sciences. World Development, 33(3), 333–354.
Hargreaves, A. (1993). Individualism and individuality: Reinterpreting the teacher culture. International Journal of Educational Research, 19(2), 227–246.
Hargreaves, A., & Fullan, M. G. (1992). Introduction. In A. Hargreaves & M. Fullan (Eds.), Understanding teacher development. London: Cassell Villiers House.
Huber, S. G., & West, M. (2002). Developing school leaders: A critical review of current practices, approaches and issues and some directions for the future. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 1071–1101). Kluwer: Dordrecht.
Hudson, L. A., & Ozanne, J. L. (1988). Alternative ways of seeking knowledge in consumer research. The Journal of Consumer Research, 14(4), 508–521.
Johnson, D., & van Kalmthout, E. (2006). Education and conflict: Research, policy and practice. Oxford: Forced Migration Review (FMR) Education Supplement, Refugee Studies Centre.
Kagawa, F. (2005). Emergency education: A critical review of the field. Comparative Education, 41(4), 487–503.
Kaldor, M. (2005). Old wars, cold wars, new wars, and the war on terror. International Politics, 42(4), 491–498.
Katz, J. (2001). Analytic induction. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioural sciences (pp. 480–484). Oxford, UK: Elsevier.
Kreso, A. P. (2008). The war and post-war impact on the educational system of Bosnia and Herzegovina. International Review of Education, 54, 353–374.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27–42.
Leithwood, K., Louis, S. K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Toronto, ON: The Wallace Foundation.
Litz, D. (2011). Globalization and the changing face of educational leadership: Current trends and emerging dilemmas. International Education Studies, 4(3), 47–61.
Machel, G. (2001). The impact of war on children. Vancouver: UBC Press.
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.
McCann, T., & Clark, E. (2005). Using unstructured interviews with participants who have schizophrenia. Nurse Researcher, 13(1), 7–18.
McGlynn, C., Zembylas, M., Bekerman, Z., & Gallagher, T. (Eds.). (2009). Peace education in conflict and post-conflict societies: Comparative perspectives. New York: Palgrave Macmillan.
Melvern, L. R. (2000). A people betrayed: The role of the West in Rwanda’s genocide. London: Zed Books.
Miller, E. (1985). Nature and needs of educational administration in the Commonwealth Caribbean. Caribbean Journal of Education, 12, 27–42.
Milligan, J. A. (2010). The prophet and the engineer meet under the mango tree: Leadership, education, and conflict in the Southern Philippines. Educational Policy, 24(1), 28–51.
Minichiello, V., Aroni, R., Timewell, E., & Alexander, L. (1990). In-depth Interviewing: Researching people. Hong Kong: Longman Cheshire Pty Limited.
Ministry of Education. (2013). 2012 Education statistics year book. Kigali: Ministry of Education.
Moghalu, K. C. (2005). Rwanda’s genocide: The politics of global justice. New York: Palgrave Macmillan.
Mosselson, J., Wheaton, W., & Frisoli, P. G. (2009). Education and fragility: A synthesis of the literature. Journal of Education for International Development, 4(1), 1–17.
National Institute of Statistics of Rwanda. (2012). Statistical year book 2012. Kigali: NISR.
Nguyen, M., Elliott, J., Terlouw, C., & Pilot, A. (2009). Neocolonialism in education: Cooperative learning, Western pedagogy in an Asian context. Comparative Education, 45(1), 109–130.
Novelli, M. (2010). The new geopolitics of educational aid: From cold wars to holy wars? International Journal of Educational Development, 30(5), 453–459.
Novelli, M., & Lopes Cardozo, M. (2008). Conflict, education and the global south: New critical directions. International Journal of Educational Development, 28(4), 473–488.
Nyirazinyoye, L. (2011). Effect of a community-based mentoring program on behavioral and educational outcomes among children living in youth-headed households in Rwanda: Influential child and caregivers characteristics. Parkway: UMI dissertation publishing.
O’Donoghue, T., & Clarke, S. (2010). Leading learning: Process, themes and issues in international contexts. London and New York: Routledge.
O’Donoghue, T. (2007). Planning your qualitative research project. An introduction to interpretive research in education. London and New York: Routledge.
Oplatka, I. (2004). The principalship in developing countries: Context, characteristics and reality. Comparative Education, 40(3), 427–448.
Otunga, R., Serem, D. K., & Kindiki, J. N. (2008). School leadership development in Africa. In J. Lumby, G. Crow, & P. Pashiardis (Eds.), International handbook on the preparation and development of school leaders (pp. 367–382). New York: Routledge.
Paulson, J. (Ed.). (2011a). Education, conflict, and development. Wallingford: Symposium Books.
Paulson, J. (Ed.). (2011b). Education and reconciliation: Exploring conflict and post-conflict situations. London: Continuum International Publishing Group.
Paulson, J., & Rappleye, J. (2007). Education and conflict: Essay review. International Journal of Educational Development, 27, 340–347.
Pidgeon, N., & Henwood, K. (1996). Grounded theory: Practical implementation. In J. T. E. Richardson (Ed.), Handbook of qualitative research methods for psychology and the social sciences (pp. 86–101). Leicester: The British Psychological Society.
Prunier, G. (1995). The Rwanda crisis: A history of genocide. New York: Columbia University Press.
Psacharopoulos, G. (1985). Returns to education: A further international update and implications. The Journal of Human Resources, 20(4), 583–604.
Punch, K. F. (1998). Introduction to social research: Quantitative and qualitative approaches. London: Sage publications.
Punch, K. F. (2000). Developing effective research proposals. London and New Delhi: Sage Publications.
Punch, K. F. (2009). Introduction to research methods in education. Los Angeles: Sage Publications Ltd.
Rizvi, F., Lingard, B., & Lavia, J. (2006). Postcolonialism and education: Negotiating a contested terrain. Pedagogy, Culture and Society, 14(3), 249–262.
Sarantakos, S. (2005). Social research (3rd ed.). New York: Palgrave Macmillan.
Sarason, S. B. (1995). Parental involvement and the political principle: Why the existing governance structure of schools should be abolished. San Francisco: Jossey-Bass Publishers.
Savin-Baden, M., & Major, C. H. (2012). Qualitative research: The essential guide to theory and practice. London and New York: Routledge.
Simpson, T. (1999). Progressive attempts to turn crisis into challenge. In L. C. Ehric & J. Knight (Eds.), Leadership in crisis? Restructuring principled practice (pp. 27–35). Flaxton, Queensland: Post Pressed.
Sinclair, M. (2002). Planning education in and after emergencies. Paris: UNESCO International Institute for Educational Planning.
Sinclair, M. (2007). Education in emergencies. Commonwealth Education Partnerships, 52–56. Retrieved from http://www.cedol.org/wp-content/uploads/2012/02/52-56-2007.pdf
Smith, A. (2005). Education in the twenty-first century: Conflict, reconstruction and reconciliation. Compare: A Journal of Comparative and International Education, 35(4), 373–391.
Sommers, M. (2002). Children, education and war: Reaching Education for All (EFA) objectives in countries affected by conflict. Washington, DC: The World Bank.
Sovachana, P. (2012). Progress and challenges of education in Cambodia today. In P. Sothirak, G. Wade, & M. Hong (Eds.), Cambodia progress and challenges since 1991 (pp. 292–319). Singapore: Institute of Southeast Asian Studies.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Newbury Park, CA: Sage.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin & Y. Lincoln (Eds.), The handbook of qualitative research (pp. 273–285). Thousand Oaks: Sage.
Subedi, B., & Daza, S. L. (2008). The possibilities of postcolonial praxis in education. Race, Ethnicity and Education, 11(1), 1–10.
Tikly, L. (2001). Globalisation and education in the postcolonial world: Towards a conceptual framework. Comparative Education, 37(2), 151–171.
Tomlinson, K., & Benefield, P. (2005). Education and conflict: Research and research possibilities. Slough, Berkshire: National Foundation for Educational Research.
Torsti, P. (2009). Segregated education and texts: A challenge to peace in Bosnia and Herzegovina. International Journal on World Peace, 26(2), 65–82.
Vroom, H. V., & Jago, G. A. (2007). The role of the situation in leadership. American Psychologist, 62(1), 17–24.
Watson, L. (2009). Issues in reinventing school leadership: Reviewing the OECD report on improving school leadership from an Australian perspective. Leading & Managing, 15(1), 1–13.
Weinstein, M. H., Freedman, W. S., & Hughson, H. (2007). School voices: Challenges facing education systems after identity-based conflicts. Education, Citizenship and Social Justice, 2(1), 41–71.
World Bank. (2005). Reshaping the future: Education and postconflict reconstruction. Washington, DC: The World Bank.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Karareba, G., Clarke, S., O’Donoghue, T. (2018). Introduction. In: Primary School Leadership in Post-Conflict Rwanda. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-60264-6_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-60264-6_1
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-60263-9
Online ISBN: 978-3-319-60264-6
eBook Packages: EducationEducation (R0)