Write an interpretive, analytical and critical literature review in relation to “Diversity in curriculum and leadership: a must element in present context in education”.

Running Head: DIVERSITY IN CURRICULUM AND LEADERSHIP    1
DIVERSITY IN CURRICULUM AND LEADERSHIP     16
DIVERSITY IN CURRICULUM AND LEADERSHIP: A MUST ELEMENT IN PRESENT CONTEXT IN EDUCATION
Table of Contents
Introduction    3
Literature Review    3
Concepts of Leadership, Cu
iculum and Diversity in Modern Context    3
Diversity in Academic Cu
iculum    4
Factors that Diversify Academic Cu
iculum    4
Diversity in Leadership    7
Factors that Diversify Leaderships    7
Practices in Educational Leadership creating Diversification    9
Impact of Cultural Diversity on Teacher-Student Educational Framework    11
The Combined Impact of Diversity of Cu
iculum and Leadership on Contemporary Education    11
Positive Outcome of Diversity of Academic Cu
iculum    11
Conclusion    12
References    14
Introduction
    Majority of the academic cu
iculum development for the students and the learners are different from one another, having a distinctive characteristic, although they share common areas of concern and priorities. The distinctiveness of the cu
iculums makes them different from one another and the inclusion of local factors make them diverse in their natures. In a similar way, the nature of the organization, the needs of a country and the background of a leader, makes him or her distinctive characters in generating diversity of leadership.
In case of educational leadership, there is no exception to this rule. The diversity of both educational leadership and cu
iculum proves to a complex aspect of consider as it determines the degree of failure or success in educational sector in relation to their incorporation of socio-cultural, economic and political needs. In the cu
ent literature review, the aspect of diversity in leadership and cu
iculum is discussed in details to infer a critical knowledge and use it future educational purposes.
Literature Review
Concepts of Leadership, Cu
iculum and Diversity in Modern Context
Organizational success requires collective efforts of its diverse workforce. In order to make the workforce work according to the organizational demand, charismatic and skillful persons are needed who motivate, encourage, guide, teach and direct the workforce towards their goals. The persons who use their skills to lead multitude of people within an organizational or political frame, are known as leaders and their act of leading, leadership. As mentioned by Blackmore (2006), every leader has different factors that influence their leadership style and in large organizations more than one leader functioning in different style, creating diversity of leadership.
    The purpose of providing education is not making a person knowledgeable only, education is provided as a strategic mechanism, which helps the society to develop, technology to advance, economy to flourish and humane activities are encouraged. Therefore, combination of different types of subjects, topic, and themes are offered to specific genre of students and learners. Cu
iculum, as assessed by Gee (2017), in its diverse ways includes combinations of subjects to reach an academic goal that would affect the lives of the students and learners in long-term and the country in longer-terms.
    The aspects of race, culture, gender, financial status, religion, physical attributes, age, political beliefs create discrimination, when each of the factors are considered for judging the quality, capability and rights of individuals from a fixed point of view. When the mentioned factors are considered for identifying different types of people in a larger context the sense of collectiveness, generate diversity in abstract form. As mentioned by Lott (2009), diversity is encourages multiculturalism, multiple perspective and universal harmony, instead of biased preferences. As students from and teachers come from different backgrounds, they
ing in the element of diversity in education, cu
iculum and leadership.
Diversity in Academic Cu
iculum
Factors that Diversify Academic Cu
iculum
    Inequality refers to the action of distribution in which tangible or intangible objects or aspects are conducted among different receivers in a biased frame, where one or more individuals get more than the other based of preferences. As mentioned by Niesche and Keddie (2011), inequality has been major reason for the development of cultural and social diversity; however, it is a malpractice that has become a part of human society. Despite the motto of offering equal education to every person, educational organizations often lag to drive out inequality from its functional network as students and teachers believe in the ideology of unequal treatment consciously or subconsciously. It is worth the mention that even the academic cu
iculum is often diversified as inequality influences the organizational policies and objectives.
    Race diversifies the academic cu
iculums in two ways- positive and adverse directions. As mentioned by Eagly and Chin (2010), race reflects identity of individual groups, communities their culture, origin, social structure and cultural preferences, therefore, formulating a cu
iculum in the context of one race and its characteristic features, students, learners and teachers can get the benefit of the cu
iculum for belonging to that specified racial section. On the other hand, race influenced cu
iculum limits the ability of learning and career pursuing as racial stereotype is used for diverse races within a single educational system; offering fixed roles for each racial groups.
    Cultures of different places tend to be different as they include the varying combination of religious, ethnic aspects along with the heritage that needs to be ca
ied forward to the next generation and to ensure the survival of the specified values in the process. Culture, as identified by Ahmed (2007), is a sensitive issue as it gives shape to the perception of the visible world to a person even at time of getting education. In order to suit the forwarding of cultural values and aligning the contents of the study with cultural sensitivity, cu
iculums are modified and diversified.
In each country and even in states of a country different political dogmas exist, which makes the approach to social and national enhancement diversified. As academic cu
iculum directly affects the social, cultural, economic and national standards, political dogmas are used to shape cu
iculums so that specific political views are embedded in the minds and attitude of the students and learners. The political dogmas also influence the teaching methods of the teacher and their techniques, which eventually require the framing of cu
iculum accordingly. As identified by Lumby and Mo
ison (2010), political parties reflect the need and priorities of the nation in different ways and as political powers can ove
ide the decision-making capabilities of educational leaders, they tweak the cu
iculum as per their needs, creating diversity.
The power of generating scope of employability and earning potential is dependent on the type of educational stream a student or learner chooses and pursues. Taking cue from the economic importance, the government initiatives updates the cu
iculum; making is diverse in the context of different countries. As mentioned by Ward et al. (2015), economic condition determines the degree of a cu
iculum’s ability to evolve and offer individual based educational streams, as in developing and under-developed countries the government promotes cu
iculum that help in building economic growth centric educational base for students that again would generate the workforce the government...