This article documents the leadership practices within one secondary school in Queensland, Australia that uses equity as a central philosophy. Drawing on specific elements of productive leadership as defined by Hayes et al., the article draws attention to how the school's common equity agenda, its supportive social relations, and its dispersed leadership practices mobilise a transformative discourse of equity. Through these lenses, the article provides important insights for educational leadership amid renewed policy emphasis on the equity responsibilities of schools.
History
Journal
School leadership and management
Volume
31
Pagination
65-77
Location
Abingdon, Eng.
ISSN
1363-2434
eISSN
1364-2626
Language
eng
Publication classification
C Journal article, C1.1 Refereed article in a scholarly journal