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ERIC Number: EJ958779
Record Type: Journal
Publication Date: 2006-Apr
Pages: 5
Abstractor: ERIC
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1942-7751
Leadership Preparation and Development--A Perspective from the United Kingdom
Lumby, Jacky
Journal of Research on Leadership Education, v1 n1 Apr 2006
In the United Kingdom, a hegemonic view of the purpose of educational leadership is summarised by the National College for School Leadership (NCSL) as "transform[ing] the quality of learning for all pupils." School leaders are assumed to be committed to this aim, leading to a view of schools, embedded in preparation programmes, as benign places, focused on equity in learning, and working for the good of all. Yet evidence on the differentiated and inequitable pathways of learners, and the continuing exclusion of those deemed "other" from leadership roles suggest a different interpretation of the purpose and enactment of leadership. As Quantz and Rogers (1991) point out, there is overwhelming research evidence that "schools work for the very special interests of the status quo" and that "active denial" is needed to remain ignorant of the exclusion of groups of learners and potential leaders indicated by research. The causes of inequity are highly complex, contested, and contingent. In this paper, the author suggests that among many causes, both the theory of leadership and, relatedly, leadership preparation and development are profoundly implicated in the continuation of inequity.
University Council for Educational Administration. Curry School of Education 405 Emmet Street PO Box 400265, Charlottesville, VA 22904. Tel: 434-924-6137; Fax: 434-924-3866; e-mail: ucea.org@gmail.com; Web site: http://www.ucea.org
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom