Let me be among the first to congratulate you, the reader, for taking this important step toward improving your leadership and exploring contextual intelligence within the setting of school leadership. Contextual intelligence has been a passion of mine and a topic of research, for me, for almost two decades. I can say with confidence that there are few people who have committed the time and effort necessary to understand contextual intelligence and its implications across different sectors and industries. For Dr. Ramodikoe Nylon Marishane to have put the effort and time into this endeavor is to be commended. You, the reader, should also be commended for your foresight regarding the necessity of contextual intelligence within schools and your leadership. Contextual Intelligence in School Leadership: responding to the dynamics of change is a breath of fresh air and a much-needed resource within the context of school leadership and building successful schools.
With the huge preponderance of books related to leadership and school development it is refreshing to have one that focuses on addressing change from the perspective of contextually relevant leadership. For decades leadership and management have come to the forefront of our thinking and consciousness as constructs that help to advance an organization or an individual. Within that genre much has been written on the traits, responsibilities, and characteristics of leaders and even followers. However, it is rare to find an insightful and meaningful conversation about the implications and significance of context within leadership. Nylon has been able to do that in this book! I am proud to say this book is one that can add meaningful insight and produce productive dialogue around the tenet of context and leadership. Specifically, the potential value it adds to school leadership, school outcomes, and student success is significant.
Within this book you will find meaningful content that advances the conversation around contextual intelligence as it relates to school leadership, including important conversations about redesigning the school’s organizational environment and how to build relationships with parents and the community to other important notions like responding to paradigm shifts and acknowledging the reality of change. Each chapter is an exciting essay in and of itself on the practicality of contextual intelligence as well as the necessity of contextual intelligence. As you review, critique, and assimilate the principles and ideas found in this book, I am convinced that the practices required of contextually intelligent leaders will become a vital asset to your school, the community, your students, and your own leadership behaviors. In fact, I believe that contextual intelligence and the associated leadership mindset will quickly become an expected prerequisite of superintendents, principals, and even teachers in every community.
I would not be surprised to see this book start an avalanche of books and research on related and similar topics as it will undoubtedly set new expectations for the leadership of school leaders. The future of school leadership is arriving faster than anyone ever anticipated and the need for contextual intelligence is at an all-time high, and I suspect, will only grow in importance as we engage education and communities of the future. My eager hope is that you will be challenged and intrigued by the content and ideas presented in Nylon’s book and that you will take it upon yourself to begin to think about the importance of context and the necessity of contextual intelligence for you and your colleagues.