Glocal influences on leaders creating educational opportunities: the case of English medium schools in Bangladesh

A globalised agenda for education and development has affected the nature, and diversity, of educational opportunities available, and the challenge for educational leaders who seek to support student outcomes. English medium schools (EMSs) in Dhaka sit at the intersection of rapid economic growth, an over-stretched local education system, a rising middle class population, and technologically enabled transparency of information and aspirations. This paper is an empirical study of the case of EMSs in Bangladesh, utilising Brooks and Normore’s theoretical framework of leadership literacies in a glocalised context (Brooks & Normore, 2010). The findings speak to the nature of globally and locally aligned domains that educational leaders find themselves having to navigate within the glocalised context of Bangladesh.