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ERIC Number: EJ870469
Record Type: Journal
Publication Date: 2009-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0013-1911
Educational Diversity and Learning Leadership: A Proposition, Some Principles and a Model of Inclusive Leadership?
Rayner, Steve
Educational Review, v61 n4 p433-447 Nov 2009
This article presents the case for developing a particular form of leadership to meet the challenge of educational diversity. A model for inclusive leadership is articulated drawing upon the fields of educational management and leadership, knowledge management, individual differences and educational inclusion. The article begins with a proposition about the nature of professional learning, knowledge management and educational diversity. It develops the notion of a "thinking practitioner" engaged in developing "praxis". This is understood to describe a process of developing and using a mix of theoretical and practical knowledge specific to an educational context. A set of principles for "learning" leadership and also "learning leadership" are examined in relation to this proposition. These principles following Aristotelian philosophy are related to the idea of pragmatic virtue and are identified as a basis for the construction of a conceptual model of inclusive leadership. This model is offered, in turn, as a heuristic for use in understanding the systemic and human interaction between structure and agency in actualizing provision for educational diversity in the learning community. Finally, this conceptual framework is presented as a tool to use in further establishing an integrative management of a personalized and social approach to education grounded in an emerging notion of virtuous leadership. (Contains 3 figures and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A