Journal of educational leadership, policy and practice
New Zealand Educational Administration & Leadership Society
Place of publication
Hamilton, New Zealand
There is now significant evidence that school and leadership redesign is necessary in order to achieve more socially just educational futures for all students and a productive and professionally rewarding environment for teachers. Redesign requires some fundamental shifts in how schools work; engagement with and through learning communities based on systematic critical inquiry; and inclusive leadership practices that address the complexities of the relationships between diversity, culture, gender and race in schooling. I argue that democratic leadership is most conducive to initiating and sustaining equitable outcomes. The article concludes with consideration of principles that could sustain leadership for social justice.
Field of Research
139999 Education not elsewhere classified
Socio Economic Objective
939999 Education and Training not elsewhere classified
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