Critical Literacy and Educational Leadership in Indian Schools

This report delves into the crucial intersection of critical literacy and educational leadership, particularly within the Indian educational system. It emphasizes the significance of critical literacy as a modern teaching approach, enabling students to analyze texts for social constructs like inequality and injustice. The report highlights the importance of training school principals in critical literacy to keep them updated with societal transformations and technological advancements, allowing them to redesign educational frameworks. Furthermore, it defines educational leadership as a collaborative method and stresses the need for principals to assess the effectiveness of the current education system. The report references several studies and frameworks, including the TBSIR framework, to provide a comprehensive understanding of how critical thinking can be embedded in second language paragraph writing and the challenges faced by international students in adapting to academic conventions. The document also explores building genre knowledge in second language writers and reading argumentative texts.

Running Head: CRITICAL LITERACY AND EDUCATIONAL LEADERSHIP
CRITICAL LITERACY AND EDUCATIONAL LEADERSHIP
Name of the Student
Name of the University
Author Note

CRITICAL LITERACY AND EDUCATIONAL LEADERSHIP
In order to achieve the dream job of a school principal in India, a person needs to be
trained with several leadership as well as teaching approaches. A principal of a school in India is
considered to be the instructional leader of the educational institution.
For being employed as a school principal, in India an aspirant requires appropriate
trainings to manage the success and failure of a school in India and to look after the effectiveness
of the overall education system.
In this context the role of Critical literacy can be mentioned. Critical literacy is
considered to be a modern approach of teaching that enables students to read text in a way that
provides an in depth understanding of the concepts constructed socially. These concepts include
inequality, social injustice as well as human relationships.
In order to achieve the dream job of a school principal in India, in the schools of India, a
person needs to be trained with the methods followed in critical literacy. The approaches
followed in critical literacy will keep the aspirant updated about the happenings of the society
and overall transformation in the perception of the society in various aspects- education,
environment as well as societal norms. Thus updated knowledge about the society as a whole
will make the aspirant of the position of principal realize the changes required in the education
system to cope with the transformation of the society as well as attitude of people (Diakidoy,
Ioannou & Christodoulou, 2017). Critical Literacy approach will also enable the aspirant of the
position of principal, to gain knowledge about the development in science and technology of the
contemporary times. This will in turn assist the future principal to be capable of renovate and
redesign the educational framework and enhance the effectiveness of the education provided by

CRITICAL LITERACY AND EDUCATIONAL LEADERSHIP
the school. Thus critical literacy will give birth of the qualities in an aspirant which are essential
for being employed as a principal of a school in India. (Chason, et al., 2017).
For being employed as a school principal in India, an aspirant should be aware of the
concept of educational leadership. The term ‘educational leadership’ can be defined as a
collaborative method that create the fusion of the talents of the students, the goals of the students
and their parents, as well as the forces of the teachers to enlighten students. In order to enhance
the quality of education provided by a school a principal needs to be able to assess the
effectiveness of the present education system (Wahlstrom, Johnston & Steketee, 2009). The
concept of ‘Educational leadership’ will train the aspirant about the appropriate methods of
assessment, so that the future principal can examine what are the loopholes in the educational
pedagogies, which factors are making the educational framework feeble and ineffective. The
aspirant will be able to measure the performance of the school in fostering educational as well as
intellectual development of the students, if he or she is well aware of the concepts of
‘educational leadership’ (Kim & Belcher, 2018).

CRITICAL LITERACY AND EDUCATIONAL LEADERSHIP
References
Chason, L., Loyet, D., Sorenson, L., & Stoops, A. (2017). An Approach for Embedding
Critical Thinking in Second Language Paragraph Writing. TESOL Journal, 8(3), 582-612.
Kim, M., & Belcher, D. D. (2018). Building genre knowledge in second language writers
during study abroad in higher education. Journal of English for Academic Purposes, 35, 56-69.
Wahlstrom, K., Johnston, H., & Steketee, C. (2009). Scholarly practice the Australian
way: an academic skills course for postgraduate students.
Diakidoy, I. A. N., Ioannou, M. C., & Christodoulou, S. A. (2017). Reading
argumentative texts: comprehension and evaluation goals and outcomes. Reading and
Writing, 30(9), 1869-1890.