Page 67 - ALR2018 Handbook

Sultan Idris, 2014), and, Education Programme Standards (Malaysian Qualifications
Agency, 2016). In addition, focused interviews were conducted with colleagues
involved in designing programmes for leadership for learning.

Importance of Intangibles of Educational Leadership for Theory, Policy and
Practice, across Cultures

The paper continues to scour for insights from South Theory in the periphery, using
local knowledge and resources, disregarded by mainstream social and educational
sciences pertinent to teacher learning and leadership (see, for instance, Southern
Theory – The Global Dynamics of Knowledge in Social Science (Raewyn C. 2007). To this
end, the paper begins to identify alternative thinkers and leaders who provide fresh
and complementary perspectives regarding educational leadership and the various
significant issues that have been overlooked or dismissed.

Insights and Results

The insights are evolving as understanding deepens. They are etic and emic and require
further definitions, philosophizing, analyses and critiques, and knowledge construction.

Making the Connections between the East and the West in Understanding Teacher
Learning

In 2013, a team of educators founded an education society named Exploring
Leadership and Learning Theories Association (ELLTA). The aim is to study and develop
understanding regarding education endeavours East and West and seek the universals
and culture specific philosophies, policies and practices. To date, not unlike Asia
Leadership Roundtable (ALR), ELLTA has modestly mobilized scholars to explore deep
understanding and build relevant knowledge bases. One of ELLTA’s contributions is a
book entitled “Are Theories Universal?” (Ortenblad, A; Bajunid, I. A.et al. 2011).

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