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This book investigates the relationship between context and leadership in post-conflict Cambodia. Building on the understanding that approaches to leadership are tightly woven within the contexts that leaders operate, the authors examine the case of primary school leadership in Cambodia. A low-income and post-conflict society rocked by civil war and genocide between the 1960s and the 1990s, the country is - perhaps unsurprisingly - faced with numerous challenges as it engages in the process of national rehabilitation and reconstruction, particularly in relation to the education system. The authors provide a comprehensive historical background to primary school leadership not only in Cambodia, but in post-conflict environments more broadly: informing school leadership preparation, development and support, and facilitating understanding of the context in which school leaders work. This book will be of value to students and scholars of primary school education and education in post-conflict countries, as well as to practitioners and policy makers.
List of contents
Chapter 1. Introduction.- Chapter 2. The Broad International Context.- Chapter 3. Educational Leadership in Developing Countries and in Post-New War Countries.- Chapter 4. Historical Background and Recent Developments in Relation to Primary School Leadership in Cambodia.- Chapter 5. Cambodia as a developing country: Current Concerns of School Leaders.- Chapter 6. Cambodia as a Post-New War Country: Current Concerns of School Leaders.- Chapter 7. Conclusion.
About the author
Thida Kheang is an independent scholar at the University of Western Australia, Australia.
Tom O'Donoghue is Professor of Education at the University of Western Australia, Australia.
Simon Clarke is Professor of Education at the University of Western Australia, Australia.
Summary
This book investigates the relationship between context and leadership in post-conflict Cambodia. Building on the understanding that approaches to leadership are tightly woven within the contexts that leaders operate, the authors examine the case of primary school leadership in Cambodia. A low-income and post-conflict society rocked by civil war and genocide between the 1960s and the 1990s, the country is – perhaps unsurprisingly – faced with numerous challenges as it engages in the process of national rehabilitation and reconstruction, particularly in relation to the education system. The authors provide a comprehensive historical background to primary school leadership not only in Cambodia, but in post-conflict environments more broadly: informing school leadership preparation, development and support, and facilitating understanding of the context in which school leaders work. This book will be of value to students and scholars of primary school education and education in post-conflict countries, as well as to practitioners and policy makers.
