In 2021, BELMAS celebrates 50 years of supporting quality education through effective leadership and management.
What began in 1971 as a small group of like-minded individuals interested in research and teaching in educational administration, has grown into a vibrant organisation, whose membership is made up of educational leaders, practitioners, academics, students and researchers from across the world.
BELMAS members are united by a common interest in how research and evidence can inform and enhance practice. The Society encompasses this interest and encourages debate and discussion by bringing together our network of members both online and at a range of conferences and events.
This year, we are unable to host our Annual Conference or any additional events in person due to the COVID-19 pandemic, but that doesn’t mean we’re giving our 50th anniversary celebrations a miss! What we are offering to you instead is a year-long, virtual, anniversary programme. This includes an online event every single month, three online symposiums from our Research Interest Groups, and a very special Annual Conference, which will take place on the 2nd and 3rd July.
We would love it if you could join us in celebrating this incredible milestone.
Catch up on what’s already taken place below.
This first event in the 2021 programme '50 years of BELMAS: Celebrating the Past and Looking Forward’ featured members of the BELMAS Executive and Council and was attended by delegates from 16 countries – from Malaysia and Qatar to Turkey, Nigeria and the USA. The panel consisted of the BELMAS Chair, Ian Potter, BELMAS President and Editor of the EMAL journal, Tony Bush, and Jacqueline Baxter, Editor-In-Chief of the MiE journal. The event was organised by Victoria Showunmi, the BELMAS Conference Chair, and Rehana Shanks, Immediate Past Chair. Further details of panel members and their colleagues on the BELMAS Council can be found here.
This summary captures the essence of the discussion for those unable to join us at the time.
WELCOME AND INTRODUCTION
Victoria Showunmi welcomed everybody to this opening event in our 2021 programme and introduced members of the panel.
"In your role, what are your views on Educational Leadership?"
"In your role as an educational leader what challenges do you see facing the field? What ways do you think leaders should handle such challenges?"
"What do you think is the role of BELMAS?"
Peter Earley: Should BELMAS be concerned with the formation of the new Institute of Teaching and 4 centres of excellence to introduce a new form of teacher training, early career development and the delivery of NPQs?
Jacqueline Baxter: It is a challenge and the concern is that such institutes might promote a different view of teaching than the one we might wish to promote. We need to continue to promote our critical thinking approach and to continue to raise the profile of the Society to this end.
Rehana Shanks: It's important to create a critical mass of teachers which allows them to question policies and to develop critical thinking. It can be positive if supported properly and there is a determination to promote the capacity for critical thinking.
Deb Outhwaite: BELMAS will have an important role in looking at how policy is introduced and where the policy overlap is with other countries and monitoring the impact on standards.
Mayamin Altae: "How can we expand BELMAS so that it becomes more international and facilitate visits to the UK for teachers to acquire knowledge?"
Tony Bush: It would be difficult for BELMAS to support teacher exchanges. We can encourage teachers in Qatar to join BELMAS so that they can become part of the wider community of educators and researchers. We can also stress the international orientation of BELMAS and enquire of our overseas colleagues how we can engage constructively with them.
Ian Potter: BELMAS provides a network and encourages members to communicate how they would like their voices to be heard. I would love BELMAS to enable study tours in which leaders work alongside academics looking at practice in a particular context.
Rehana Shanks: There is a lot of alignment with UNICEF and UNLC and global goal initiatives. There is an opportunity for BELMAS to work in this area and perhaps an online study tour might be part of this.
The Symposium concluded with encouragement for members to join us for the IGNITE session on Wednesday 10th February.
A huge thank you to everyone who joined us for the Leadership IGNITE Session which took place on the 10th Feburary 2021.
The webinar, which was chaired by Victoria Showunmi and led by Megan Crawford, featured 10 speakers, who each discussed a topic of their choosing. As Megan said during the session, the purpose of this was to ‘excite and ignite’ our participants, in the hope that they would leave the session inspired, and perhaps with a new-found interest.
In case you missed out and would like to watch the session in its entirety, you can do so now on our YouTube page, linked below. You will also find slides on there from Rebecca Stroud Stasel of Queen’s University in Kingston, Ontario, and Zoubiya Ahmed of UCL, both of whom spoke at the event.
Thank you to all of our speakers for offering up some inspiring food-for-thought, and to Victoria and Megan, for doing a wonderful job at hosting. We look forward to seeing you all again soon.
Our latest 50th Anniversary event took place on 8th March 2021 for International Women's Day. Lead by Charol Shakeshaft, Ph.D. and Professor in the Department of Educational Leadership at Virginia Commonwealth University, the webinar focused on understanding the role of gender in leadership behaviour and effectiveness. Thank you to Charol for her wonderful presentation! Watch the entire event here:
The webinar also featured a Q&A session and a number of questions were asked. You can read them below:
Great point about not enough women in authoritative positions looking out for other women. I致e seen the same said about black men.
Dr. Shakeshaft, you mentioned women usually inherit schools or systems that are in trouble. Does the research give statistics on the percentage of those women who successfully turn around those systems?
|Mary Bridget Burns||Hello friends! How are we preparing teachers in training to advocate for themselves? Are we doing that formally or through informal networks?|
If intersectionality is so important to understand the complexity of lived lives, should our research focus on our stories at the individual level to challenge homogenising narratives?
With the change that has occurred, how has research influenced the policies to move the needle forward? Are there lessons we can take from the policies that have changed that we can continue forward?
|Anonymous||What will be the suggestions to overcome gender discrimination in your research.|
|Emiola Oyefuga||In your experience, what are some things that women can do to support other women to climb the leadership ladder?|
My research research on international school leadership in different contexts (UK and Middle East) showed that the top positions in these schools are for men. Women were predominantly second-in-line or deputies and vice -principals. It seems that this gender discrimination is widely accpeted and not problematised in multiple communities. How can we as researchers carry this conversation into different contexts at different levels beyond academia and research groups?
You talked about women not seeing themselves as leaders - could this be because so much emphasis is on the person and not the act or practice (being a leader versus doing leadership)?