ABSTRACT
The field of educational administration and leadership tends towards optimism such as achieving social justice, shared leadership, and global wellbeing, even though this has been unrealistic in many countries that are conflict zones with war and invasion, accompanied by famine, disease, and lack of medicine or an authoritarian regime. The futures that many saw were globalisation of Western education, even though this has been belied by many postcolonial authors for pursuing a new form of colonisation (Quist, 2001), or practices that cannot be implemented in the countries targeted (Vidovich, 2013) for policy transfer. Increasingly there are negative impacts discovered about digital technologies such as surveillance and privacy issues that were assumed to hold promise (Monahan & Torres, 2009) or negative psychological effects (Suler, 2015). There are also political changes in many countries that are shifting to populism and other right-wing laws, policies, and programmes that also affect education in carrying out teaching and research, and affect foreign students’ educational mobility, reducing globality (Moffitt, 2016).
