Educational Leadership and Globalization: Literacy for a Glocal Perspective

Abstract

This article synthesizes and presents literature in support of the argument that the preparation and practice of educational leadership must be rethought to be relevant for 21st-century schools. Specifically, the authors explore how the concept of glocalization, a meaningful integration of local and global forces, can help educational leaders inform and enhance their pedagogy and practice. They suggest that contemporary educational leaders must develop glocal literacy in nine specific knowledge domains: political literacy, economic literacy, cultural literacy, moral literacy, pedagogical literacy, information literacy, organizational literacy, spiritual and religious literacy, and temporal literacy. Furthermore, they explain that each of these domains of literacy is dynamic, interconnected, and can be influenced by the discrete agency of educational leaders.