Leading integrated schools: a study of the multicultural perspectives of Northern Irish principals

Abstract

This article is concerned with the sustained peace education initiative of integrated schooling and in particular with leadership responses to cultural diversity. Using a case study group of principals of integrated (mixed Catholic, Protestant and other) schools in Northern Ireland, the author explores how principals perceive and lead their visions of integrated education. A combined framework of multicultural and school leadership theory is employed to analyse the findings. The perceptions of the principals reported are consistent with liberal interpretations of multiculturalism, although there is also evidence of a more pluralist perspective. Core liberal values appear to be central to the leadership style of these principals, in line with values‐led contingency models of leadership. The article suggests that a sole emphasis on common humanity is an inadequate approach to peace education. It tentatively suggests a relationship between leadership styles and approaches to multiculturalism, and argues that a synthesis of multicultural and leadership theory can usefully guide the development of peace education leadership.

Keywords:

• integrated education
• multiculturalism
• leadership
• peace education
• identity

Acknowledgements

I am most grateful to all of the principals who participated in this study. In addition I would like to thank Paul Connolly for his advice on an earlier draft of this article.