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Ferdman, Bernardo M., J. Goosby Smith, Audrey Murrell, Hans Van Dijk, and Ilene Wasserman. "Inclusive Leadership: Practices and Insights." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 13046. http://dx.doi.org/10.5465/ambpp.2019.13046symposium.
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Miškolci, Jozef, Derrick Armstrong, and Ilektra Spandagou. "Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 53–65. http://dx.doi.org/10.1515/jtes-2016-0014.
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Abstract The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.
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Gotsis, George, and Katerina Grimani. "The role of servant leadership in fostering inclusive organizations." Journal of Management Development 35, no. 8 (September 12, 2016): 985–1010. http://dx.doi.org/10.1108/jmd-07-2015-0095.
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Purpose The purpose of this paper is to provide an integrative framework of servant leadership and employees’ perception of inclusion. The authors argue that servant leadership embodies an inclusive leadership philosophy that is in a position to facilitate feelings of belongingness and uniqueness among diverse employees. Design/methodology/approach A theoretical model capturing the effect of servant leadership in shaping climates for inclusion, is developed. The authors elaborate on research streams focussing on climates for inclusion, and examine servant leadership as a potential predictor of inclusion. In this respect, the authors posit that inclusive practices mediate the servant leadership and inclusion relationship, while leaders’ inclusiveness beliefs moderate the servant leadership and inclusive practices relationship. Findings The model introduces mediating mechanisms that intervene in the indirect relationship between servant leadership and climates for inclusion. In so doing, the authors seek to identify how organizational practices supported through servant leadership behaviors address employee needs for belongingness and uniqueness. The model predicts multi-level beneficial outcomes for social identity groups. Practical implications The paper identifies a bundle of organizational practices facilitating employees’ perceptions of inclusion, by placing an emphasis on how servant leaders can enact and implement practices in view of attaining inclusiveness pursuits. Social implications Servant leadership is inclusive by empowering diverse employees and fostering equitable and more humane workplaces, as well as by being more sensitive to various societal expectations. Originality/value The paper is intended to explore precisely how servant leadership can help inclusive ideals to thrive in diverse work environments.
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Carter, Susan, and Lindy-Anne Abawi. "Leadership, Inclusion, and Quality Education for All." Australasian Journal of Special and Inclusive Education 42, no. 01 (May 21, 2018): 49–64. http://dx.doi.org/10.1017/jsi.2018.5.
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The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal, and the documented operational structure of the school. The findings include insights into what the principal and head of special education believed inclusion to be, and how these leaders worked with staff to embed inclusive practices. The conclusion drawn from the study is that school leadership for inclusion involves making hard decisions. It is a complex and multifaceted act requiring consciously targeted effort, advocacy, and particular ways of leading. Inclusive practices need reinforcing by frequently articulated expectations, support, and acknowledgement that for all stakeholders inclusion is a constant journey toward a shared vision.
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Morvan, Jhonel, and Déirdre Smith. "Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices." Exceptionality Education International 30, no. 2 (September 1, 2020): 80–95. http://dx.doi.org/10.5206/eei.v30i2.11083.
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This article illuminates the significance of exploring intersectionalities within inclusive leadership practices through case inquiry as a critical praxis. Five educational institutions engaged in a partnership focused on exploring the lived practices and professional knowledge of school leaders as they worked towards supporting a vision of inclusive education within their individual school communities. These lived experiences were represented in written cases that have been captured in a provincial resource, Exploring Inclusive Leadership Practices through Case Inquiry (Sider, Maich, Morvan, Specht, & Smith, 2018). Mobilizing the knowledge and practices within this resource and supporting exploration of this knowledge and associated practices through a lens of critical praxis has been one of the key knowledge mobilization components of the June 1, 2019 conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia. This knowledge mobilization event, along with other initiatives, such as the case resource, helped to foster critical dialogue and interrogation related to leadership practices that can support or hinder a vision and enactment of inclusive education within school communities.
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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (April 25, 2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.
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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.
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Housecat, Minerva, and Josiah Carberry. "Best practices for best practices." Journal of Metadata Perfection 5, no. 11 (August 13, 2018): 4–8. http://dx.doi.org/10.32013/y2ughyc.
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Parse empower communities movements targeted; radical; social enterprise issue outcomes big data venture philanthropy. Venture philanthropy cultivate impact, state of play; white paper collaborative consumption entrepreneur collaborative cities inclusive. Agile best practices, thought leadership collective impact impact investing to families. And equal opportunity vibrant, the, storytelling synergy metadata matters B-corp unprecedented challenge.
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Housecat, Minerva, and Josiah Carberry. "Best practices for best practices." Journal of Metadata Perfection 5, no. 11 (August 13, 2018): 4–8. http://dx.doi.org/10.32013/88y2ughyc.
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Parse empower communities movements targeted; radical; social enterprise issue outcomes big data venture philanthropy. Venture philanthropy cultivate impact, state of play; white paper collaborative consumption entrepreneur collaborative cities inclusive. Agile best practices, thought leadership collective impact impact investing to families. And equal opportunity vibrant, the, storytelling synergy metadata matters B-corp unprecedented challenge.
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Alston, Geleana D., and Catherine A. Hansman. "Embracing Diversity and Inclusive Mentoring Practices for Leadership Development." New Directions for Adult and Continuing Education 2020, no. 167-168 (September 2020): 83–94. http://dx.doi.org/10.1002/ace.20400.
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Moriah, Mishel P. "Giving voice to headteachers using interpretative phenomenological analysis-IPA." Management in Education 32, no. 1 (January 2018): 6–12. http://dx.doi.org/10.1177/0892020617748141.
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Successful school leadership is an issue debated globally, but these discussions do not seem to occur within the context of inclusive education in the Caribbean. Although there have been reports indicating steady progression in educational leadership and inclusive practices within the last decade, no planned, long-term innovations have emerged. This article reports part of a small-scale, qualitative study, conducted with 16 headteachers of secondary schools from across Guyana and Trinidad & Tobago. An interpretative phenomenological approachwas used to explore how headteachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. The study identified a relationship between the lived experiences of headteachers, and their resulting approach to leading their respective schools. There is also potential for the strengthening of educational leadership and inclusion through reflexive practice that promotes equity in the schools’ contexts.
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Alisauskiene, Stefanija. "THE REALIZED AND EXPECTED EARLY CHILDHOOD INTERVENTION PRACTICES IN LITHUANIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 23. http://dx.doi.org/10.17770/sie2016vol3.1427.
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Inclusive early childhood practices are at the forefront of the research and practice efforts in many European countries. Inclusion in early childhood programs can set a trajectory for inclusion across the life course, making it critical that we include individuals with special educational needs in all facets of society from birth. In many European countries, including Lithuania, children with special educational needs and their families continue facing significant barriers to accessing inclusive high-quality early childhood practices and too many pre-school children with special educational needs and disabilities continue receiving special education services in separate settings, as opposed to the least restrictive environment. The aim of the research was to assess the realized and expected early childhood intervention practices while educating children with diverse needs in inclusive pre-school settings. The study was based on a survey using the instruments of Recommended Practices in Early Intervention/Early Childhood Special Education. The instrument includes the following topic areas: leadership, assessment, environment, family, instruction, interaction, collaboration, and transition.
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Barnett, Carol, and Lisa E. Monda-Amaya. "Principals' Knowledge of and Attitudes Toward Inclusion." Remedial and Special Education 19, no. 3 (May 1998): 181–92. http://dx.doi.org/10.1177/074193259801900306.
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In this study, principals' attitudes toward and knowledge of inclusion were examined. Surveys sent to 115 randomly selected principals across the state of Illinois were designed to elicit information regarding definitions, leadership styles, and effectiveness and implementation of educational practices associated with successful inclusive education. No clear definition emerged, but principals generally viewed inclusion as most appropriate for students with mild disabilities. Additionally, results indicated that teachers were not adequately prepared to implement inclusive practices. Significant differences between extent of use and perceived effectiveness of 13 educational practices were found. Findings raise issues related to administrators' awareness of practices that facilitate inclusion and how prepared they are to implement and support inclusive education.
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Wanjiru, Jenestar. "Post-conflict reconstruction: Negotiating school leadership practice for inclusive education of conflict-affected children in Kenya." Educational Management Administration & Leadership 48, no. 3 (January 3, 2019): 496–513. http://dx.doi.org/10.1177/1741143218817554.
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Provision of education during/after violent conflicts remains a global dilemma with many conflict-affected children excluded from/within education. Likewise, school leadership is increasingly seen as a key element in developing inclusive schools across communities. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community school in Kenya, where 71% of the pupil population comprised conflict-affected children following the 2007–2008 post-election violence. The aim was to explore and understand how the headteacher and teachers perceived and developed teacher participation in school leadership practice, in order to respond to learning and development needs of conflict-affected children, and promote inclusive practices in post-conflict schooling. Thematic analysis of interviews, observations, and textual displays indicated that by diagnosing the state of local affairs, that is, violence-disrupted livelihoods, school demographics, and systemic demands, the headteacher encouraged active participation of teachers in school leadership practices. Although overall accountability remained locked in hierarchical structures, teacher leadership emerged in arrangements like “office-referenced” individual leadership and collaborating groups (e.g., task groups and “team leadership”). With school leadership practice often attributed to headteachers in Kenya, this study contributes to debates on the construction of teacher leadership and offers insights into the experiences of school leaders in combating exclusionary practices after societal violence.
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Billingsley, Bonnie, David DeMatthews, Kaylan Connally, and James McLeskey. "Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform." Australasian Journal of Special and Inclusive Education 42, no. 01 (May 21, 2018): 65–81. http://dx.doi.org/10.1017/jsi.2018.6.
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School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked theProfessional Standards for Educational Leaders(PSEL; National Policy Board for Educational Administration, 2015) to a supplemental guidance document, titledPSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities. The latter illustrates what effective inclusive school leadership means for each of the 10 PSEL standards, and provides recommendations for improving leadership preparation and policy, including licensure. We also consider possible implications of this work for those in other countries, emphasising the need for widely understood and shared leadership practices and the need to link such practices to initial and ongoing leadership development.
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Gotsis, George, and Katerina Grimani. "The role of spiritual leadership in fostering inclusive workplaces." Personnel Review 46, no. 5 (August 7, 2017): 908–35. http://dx.doi.org/10.1108/pr-11-2015-0286.
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Purpose Inclusion is of critical importance to creating healthier workplaces, if the ongoing dynamic of workforce diversity is taken for granted. The purpose of this paper is to designate the role of spiritual leadership in fostering more humane and inclusive workplaces. Design/methodology/approach The authors review the extant literature on two distinct research streams, inclusion and inclusive leadership, and spiritual leadership, elaborate a mediation model, identify antecedents and outcomes, and articulate a set of propositions reflecting key findings. Findings The authors advance a conceptual model according to which inclusive practices founded on spiritual values will mediate the positive relationship between spiritual leadership and a climate for inclusion. They argue that calling and membership as components of spiritual wellbeing will reinforce employees’ experience of both uniqueness and belongingness, thus affecting their perceptions of inclusion and inducing multi-level beneficial outcomes. Practical implications Spiritual leadership assumes a preeminent role in embracing and valuing diversity: it embodies a potential for positioning inclusive ideals more strategically, in view of enabling employees unfold their genuine selves and experience integration in work settings. Social implications Spiritual leadership helps inclusive goals to be situated in their societal context; inclusion is thus viewed as both an organizational and societal good, embedded in social contexts, and pertinent to corporate vision, mission and philosophy. Originality/value The paper examines spiritual leadership as a predictor of climates for inclusion. Drawing on spiritual values, spiritual leaders display a strong potential for inclusion, facilitating diverse employees to experience feelings of both belongingness and uniqueness in work settings that assume high societal relevance.
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Aguirre, Adalberto. "Diversity, social capital, and leadership practices: building inclusive learning organisations." International Journal of Management and Decision Making 9, no. 5 (2008): 526. http://dx.doi.org/10.1504/ijmdm.2008.019785.
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Marsili, Francesco, Annalisa Morganti, and Alessia Signorelli. "The Italian Leadership on Inclusive Education: Myth or Reality?" Science Insights Education Frontiers 9, no. 2 (August 31, 2021): 1241–63. http://dx.doi.org/10.15354/sief.21.or48.
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Abstract: Background: Italy is internationally known as a Country with a longstanding “tradition” of inclusive education. Objective: Aim of the paper is to provide a frame on the educational policies that, since 1970s, have steered the school system according to a “fully inclusive” model, highlighting the instruments of teaching – learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive “principle” to the teaching – learning practices; the tools for answering special educational needs; the tools for assessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to international legislative regulations and to modernize the concept of inclusive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research approaches that can validate this long educational tradition.
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DeMatthews, David E., Stephen Kotok, and Amy Serafini. "Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals." Journal of Research on Leadership Education 15, no. 4 (April 2, 2019): 303–29. http://dx.doi.org/10.1177/1942775119838308.
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This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.
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Panicker, Aneesya, Rakesh Kumar Agrawal, and Utkal Khandelwal. "Inclusive workplace and organizational citizenship behavior." Equality, Diversity and Inclusion: An International Journal 37, no. 6 (August 20, 2018): 530–50. http://dx.doi.org/10.1108/edi-03-2017-0054.
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Purpose The purpose of this paper is to examine the relationship between employees’ perception of an inclusive workplace, namely, inclusive practices, inclusive climate and inclusive leadership and organizational citizenship behavior (OCB). It also attempts to examine the difference in perception toward the inclusive workplace along the three major dimensions of diversity, namely, gender, category they belong to and their religious orientation. Design/methodology/approach Non-probability sampling technique is employed to collect primary data through a self-administered questionnaire from 492 academicians of a higher education institution situated in western Uttar Pradesh of India. The data set was analyzed using statistical tools like descriptive statistics (z-test and ANOVA), and multiple regression analysis. Findings Results of the multiple regression analysis reflected direct and significant relationship between inclusive workplace and OCB. It has been observed that organizations with a conducive climate of inclusion, a well formulated inclusive practices and strong leaders’ commitment will result into high level of OCB which is apparent among employees working in a higher education institution western Uttar Pradesh. The results of z-test reflected that male and female employees have similar perception toward inclusive climate. However, there is a significant difference in perception toward inclusive practices and inclusive leadership on OCB. On the other hand, results of ANOVA reflected that with respect to religious orientation there is no significant difference among perceptions toward inclusive workplace. However in case of category employees have similar perception toward inclusive climate in contrast with inclusive practices and inclusive leadership. Research limitations/implications The present study established the concept of inclusive workplace, entirely on the basis of individual viewpoint. While to examine the cause and effect relationship of an inclusive workplace on OCB, it is recommended to incorporate some moderating or intervening variables. Practical implications This study provides guidelines for academic institutions to understand and foster an inclusive workplace that will encourage the academicians to exhibit OCB. Originality/value Very little research had examined the relationship between inclusive workplace and OCB. This research will add value to the existing literature on inclusive workplace and its probable impact on organizations and individuals by examining this relationship with respect to gender, category and religious orientation of employees working in higher educational institution of India.
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Hersh, Marion, and Sharon Elley. "Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals." Advances in Autism 5, no. 2 (March 21, 2019): 117–30. http://dx.doi.org/10.1108/aia-06-2018-0021.
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Purpose The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices. Design/methodology/approach It uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability. Findings The findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers. Research limitations/implications A survey-based approach has limitations. Practical implications Opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers. Social implications This study can be useful in the development of social skills and communication, social and educational inclusion. Originality/value Polish teachers’ attitudes, experiences and support needs, including some previously overlooked issues, are related to the broader international context beyond Poland. Analysis of the findings is used to derive evidence-based recommendations for good practice and modelling, and evaluating future education and inclusion practices.
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Wanjiru, Jenestar. "School leadership and post-conflict education: How can their roles in developing inclusive practices in post-conflict schooling be understood and conceptualized?" Educational Management Administration & Leadership 49, no. 1 (November 14, 2019): 145–63. http://dx.doi.org/10.1177/1741143219884693.
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The concepts of ‘leadership’ and ‘inclusion’ continue to attract much attention in educational discourses; however, not many studies have explored their connection in schools serving conflict-affected communities where displacement and fragmentation of families risks the access, participation and achievement of many young people in education. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community primary school in Kenya, following the 2007/8 post-election violence. Overall, the aim was to understand the connection between school leadership and inclusive education practices, with interest in the schooling experiences of conflict-affected children. Following an integration of reviewed literature and findings emerging from the entire study, this paper specifically examines how roles for school leadership can be understood in relation to developing inclusive practices for conflict-affected pupils in post-conflict schooling. Three core thematic issues emerged, suggesting that these roles involved: mediating ‘post-conflict conflicts’; fostering ‘socio-moral connectedness’, and engendering aspects of ‘indigenous leadership practice’ in school. These roles were fundamental in reversing community disintegration and repairing moral distortion. Besides contributing to knowledge in the developing field of education and conflict, this study highlights the joint social, moral and professional investment made by headteachers and teachers in repairing violence-torn societies.
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Miftahurrohmah, Usnul Umi, Hasan Hariri, Riswanti Rini, and Rohmatillah Rohmatillah. "Exemplary leadership practices in early childhood education in preparing the golden generations for Indonesia." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 253–68. http://dx.doi.org/10.35912/jshe.v1i4.529.
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Abstract Purpose: This study aimed to investigate the ideal quality of inclusive early childhood education, an effective leadership style and five practices of exemplary leadership. Research methodology: This is a review article. The review process began with a search engine (Google Scholar) to search and review early childhood education and leadership articles. Results: The results suggest that it is important to hold quality inclusive early childhood educations since, in this level of education, six developmental areas are well stimulated. The key success of maintaining quality inclusive early childhood education is a collaboration among education parties (government, school, parents and community). A school needs a principal who can perform five exemplary leadership practices to help “Golden Indonesia 2045” become true. Limitations: First, the scope of articles reviewed is still very limited to the literature review in the Indonesian context. This and other limitations will be opportunities for further empirical studies about five practices of exemplary leadership in the Indonesian education area. Contribution: This study can be useful for the early childhood education level.
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Robinson, Tracy A., and Marlene Janzen Le Ber. "Collective Leadership Practices: Creating Responsive, Inclusive, Participatory and Representative Decision‐Making." Journal of Leadership Studies 13, no. 3 (November 2019): 50–55. http://dx.doi.org/10.1002/jls.21660.
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Shields, Carolyn M., and Kristina A. Hesbol. "Transformative Leadership Approaches to Inclusion, Equity, and Social Justice." Journal of School Leadership 30, no. 1 (September 5, 2019): 3–22. http://dx.doi.org/10.1177/1052684619873343.
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The purpose of this article is to examine the leadership beliefs and practices of three school leaders in a large urban school district in the Rocky Mountain West to determine whether any are consistent with transformative leadership. We sought to (a) describe the challenges faced by these school leaders in addressing the needs of changing populations, (b) understand the ways in which these educators conceptualize an equitable education for all, and (c) identify the inclusive practices that they implement to ensure a socially-just education for all. This study used a transformative, multiple case study to understand the beliefs and practices of three school leaders. Data were collected for this study at one elementary, one middle, and one high school in the same urban school district. We used transformative leadership theory as a conceptual framework to guide the data collection and analysis, focusing explicitly on inclusion, equity, excellence, and social justice. The findings demonstrate how leaders exercise equitable, socially just leadership to create welcoming, inclusive schools where all students, including those who are minoritized or economically disadvantaged, feel affirmed, respected, and academically challenged. An important major challenge that emerged was the need for alignment of district goals and practices with those of school leaders. We conclude with a call to school leaders to disrupt inequitable school cultures and work in transformative ways.
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Cleveland, Marisa, and Simon Cleveland. "Culturally Agile Leadership." International Journal of Public and Private Perspectives on Healthcare, Culture, and the Environment 4, no. 1 (January 2020): 1–9. http://dx.doi.org/10.4018/ijppphce.2020010101.
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Leadership development programs exist to contribute to an individual's and an organization's success; however, there is a lack of studies that examine how such programs contribute to the development of cultural agility in leaders. Culturally agile leaders are more inclusive in their hiring practices and more open to encouraging more diversity within their own leadership network. Such leaders value collaboration and understand how culturally grounded traditions and preferences effect transactions. This concept article addresses the roles of positionality and cultural agility, leadership development programs, and capacity and responsibility in building culturally agile leaders. It examines the ways a leader's positionality and level of cultural agility informs and limits their ability to make an impact on their organization. The article also proposes how leaders have the capacity and the responsibility to develop other leaders through a relational leadership approach to promote inclusion and diversity.
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Kulnieks, Andrejs, and Kelly Young. "Literacies, Leadership, and Inclusive Education: Socially Just Arts-Informed Eco-Justice Pedagogy." LEARNing Landscapes 7, no. 2 (July 2, 2014): 183–93. http://dx.doi.org/10.36510/learnland.v7i2.659.
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In this article we outline the primary tasks of eco-justice education with a focus on identifying diverse cultural methods for understanding inclusion both theoretically and in educational practices. Eco-justice education involves a critical cultural and linguistic analysis of the interrelatedness of the social and ecological crises. It is through artsinformed eco-justice education practices that we are able to outline the importance of the benefits of dwelling in a learning garden. We offer specific examples of how to enact an eco-justice education curriculum in order to foster the development of eco-social inclusive habits of mind in teacher education.
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Uygur, Mutlu, Burak Ayçiçek, Hikmet Doğrul, and Tuğba Yanpar Yelken. "Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education." Sustainability 12, no. 24 (December 11, 2020): 10354. http://dx.doi.org/10.3390/su122410354.
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This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.
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Moore, Jeffrey R., Everon C. Maxey, Alina M. Waite, and Joseph D. Wendover. "Inclusive organizations: developmental reciprocity through authentic leader-employee relationships." Journal of Management Development 39, no. 9/10 (September 15, 2020): 1029–39. http://dx.doi.org/10.1108/jmd-05-2019-0211.
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PurposeBuilding on previous research that focused on Walgreens inclusive managers in South Carolina and Georgia, we studied leadership practices in Connecticut where effective and inclusive teams are developed.Design/methodology/approachUsing the case study approach, interviews with over 90% of the managers in a Walgreens distribution center where over a third of its workforce of 500 employees has a disability were conducted.FindingsCreating an inclusive workplace dramatically altered the culture of the distribution center. Our findings highlighted how managers transitioned from a telling and demanding autocratic style with a focus on production numbers to an inclusive management leadership style with a focus on investing in people and balancing teams. Additional discoveries include the role of complexity leadership concepts as essential to inclusive management attributes. Our findings point to a new driver in inclusive organizations: resolving employee performance and attitude issues.Originality/valueWith 200 disabled employees in the distribution center, managers and employees applied complexity leadership, enabling adaptive behaviors that helped form relationships focused on shared decision-making and problem solving. Managers showed mindfulness and empathy in building authentic relationships. Employee openness and the creation of safe attachments allowed leaders to gain greater engagement with employees, higher adaptability, innovation and resiliency. Inclusion was perceived as a benefit to managers as well as to employees, changing the organizational culture toward authentic relationships while exceeding performance metrics.
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Opiyo, Rose Atieno. "Inclusive Practice and Transformative Leadership Are Entwined." Global Journal of Transformative Education 1, no. 1 (February 11, 2019): 52–67. http://dx.doi.org/10.14434/gjte.v1i1.25981.
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Inclusive Education (IE) is arguably a popular discourse in education systems as, not merely a concept that addresses needs of Learners with Special Needs (LSEN), but rather a relatively broad approach, continuous process that looks into how to transform both formal and non-formal education systems and other learning environments to respond to diversity. IE is placed at the core of human rights movement, Education for All (EFA) and social equity agenda with lots of educational social and economic premiums attached to this movement. While a lot is documented on the factors that slows down the progress towards more inclusive schools in Kenya, less is known about leadership acumen of school leaders yet, the art and science of transformation of the school into an effective inclusive environment squarely lies in the province of school leaders. This theoretical review is underpinned in the social model of disability. Based on personal inquiries, consultations with researchers in the area of transformative education and an extensive review of World Wide Web of organizations, databases, references, and on-line publications of empiric literature on transformative leadership, education management and inclusive education, this paper provides evidence that inclusive IE and transformative leadership are closely knit .It urges that IE initiatives geared towards supporting effective implementation and sustainability of inclusive schooling must interrogate leadership ability of school leaders and develop them as critical ingredients in turning round schools into effective inclusive learning environments.
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Setia, Shinta, Pwee Leng, Yurillah Endah Mauliate, Dian Ekowati, and Dwi Ratmawati. "The Principal Leadership in Developing Inclusive Education for Diverse Students." International Journal of Emerging Issues in Early Childhood Education 3, no. 1 (May 30, 2021): 08–24. http://dx.doi.org/10.31098/ijeiece.v3i1.519.
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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.
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Tucker, Elissa, and Sue Lam. "Dynamic leadership – a leadership shortage solution." Strategic HR Review 13, no. 4/5 (June 3, 2014): 199–204. http://dx.doi.org/10.1108/shr-06-2014-0035.
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Purpose – The purpose of this research paper is to explore how organizational leadership style is related to employee leadership skills, leadership and business trends, as well as leadership practices. Design/methodology/approach – In total, 547 participants representing a variety of industries and organization sizes completed an online survey on the current state of leadership at their organizations. We compared the responses of participants working in organizations using a traditional leadership style (n = 121) with those in organizations with a dynamic leadership style (n = 105). Findings – Consistent with hypotheses, the results show that the traditional, hierarchical and command-and-control style of organizational leadership is associated with larger leadership skills gaps, while a more dynamic, all-inclusive and collaborative leadership style is associated with smaller leadership skills gaps. Specific business trends and leadership practices partially explain the association between organizational leadership style and organizational leadership shortages. These factors provide guidance for human resources practitioners looking to set priorities and plans for fostering dynamic leadership within their organizations. Originality/value – This study provides insights into why the leadership deficit endures and what organizations can do to put the issue to rest. This research is unique in that it goes beyond identifying and quantifying specific leadership skills gaps to also reveal which factors may be driving these leadership deficits. This research also isolates which organizational practices and leadership approaches are associated with smaller leadership skills gaps.
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Esquierdo-Leal, Jovonnie L., and Ramona A. Houmanfar. "Creating Inclusive and Equitable Cultural Practices by Linking Leadership to Systemic Change." Behavior Analysis in Practice 14, no. 2 (February 11, 2021): 499–512. http://dx.doi.org/10.1007/s40617-020-00519-7.
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Friedman, Mark G., Ruthie-Marie Beckwith, and James W. Conroy. "Inclusion Is Transformative: Self-Advocacy Leaders' Perspectives on Board Inclusion and Tokenism." Inclusion 4, no. 3 (September 1, 2016): 183–90. http://dx.doi.org/10.1352/2326-6988-4.3.183.
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Abstract People with intellectual and developmental disabilities have begun to experience increased participation and inclusion in boards and policy-making bodies. They have, however, faced challenges in gaining full acceptance similar to those experienced by other marginalized groups. To date, the experience of board participation by individuals with intellectual and developmental disabilities has typically been examined through the narrow lens of leadership development. The purpose of this study, which is part of the National Beyond Tokenism Research Study, was to seek the viewpoints of experienced leaders within the self-advocacy movement regarding the prevalence of tokenism and practices they have found effective for inclusive leadership. Implications for future research and practice are discussed.
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Perlusz, Andrea. "Az inkluzív intézményvezetés és az inkluzív nevelés-oktatás összefüggései." Educatio 29, no. 3 (February 23, 2021): 350–62. http://dx.doi.org/10.1556/2063.29.2020.3.2.
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Összefoglaló. Az inkluzív intézményvezetés fogalma a 2000-es évek elején került be a pedagógiai szakmai gondolkodásba annak a felismerésnek az eredményeképpen, hogy a nevelési-oktatási intézmények vezetőinek meghatározó szerepük van az inklúziós politikák átültetésében, a befogadó gyakorlat és az inkluzív iskolai kultúra eredményes megvalósításában (Ainscow–Sandil 2010; Ruairc 2013). A tanulmányban bemutatott kutatás, melyet a European Agency for Special Needs and Inclusive Education 2019-ben indított (Supporting Inclusive School Leadership, SISL), három szakaszban vizsgálja a részt vevő tagállamok szakpolitikáit, illetve intézményi gyakorlatait. A projekt célja az inkluzív intézményvezetést elősegítő szakpolitikai környezet bemutatása, azoknak a kompetenciáknak a leírása, melyek a sikeres inkluzív intézményvezetőt, illetve intézményvezetést jellemezhetik, illetve a képzés, továbbképzés és a professzionális fejlődés lehetőségeinek támogatása önértékelő eszköz kidolgozásával. Summary. The concept of inclusive school leadership was introduced into pedagogical professional thinking in the early 2000s, as a result of the realisation that the leaders of educational institutions have a decisive role in transposing inclusive policies, effective implementation of inclusive practices and inclusive school culture (Ainscow and Sandill, 2010; Ruairc, 2013). The research presented in the study, launched by the European Agency for Special Needs and Inclusive Education in 2019 (Supporting Inclusive School Leadership SISL) examines the policies and institutional practices of the participating member states in 3 phases. The aim of the project is to present a policy environment conducive to inclusive institution-management, to describe the competences that can characterise a successful inclusive leader of institution or institution management, and to support the opportunities for training, further training and professional development by developing a self-assessment tool.
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Mor Barak, Michàlle, Gil Luria, and Kim Brimhall. "Inclusive Leadership, Policy-Practice Decoupling, and the Anomaly of Climate for Inclusion." Academy of Management Proceedings 2021, no. 1 (August 2021): 11952. http://dx.doi.org/10.5465/ambpp.2021.217.
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Murphy, Cammy D. Romanuck. "Educational Leaders and Inclusive Special Education: Perceptions, Roles, and Responsibilities." Journal of Education and Culture Studies 2, no. 4 (September 25, 2018): 248. http://dx.doi.org/10.22158/jecs.v2n4p248.
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<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>
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Marshall, Stefanie LuVenia, and Muhammad A. Khalifa. "Humanizing school communities." Journal of Educational Administration 56, no. 5 (August 6, 2018): 533–45. http://dx.doi.org/10.1108/jea-01-2018-0018.
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Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district. Research limitations/implications This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy. Originality/value This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work.
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Kozleski, Elizabeth B., and Jeong Hoon Choi. "Leadership for Equity and Inclusivity in Schools: The Cultural Work of Inclusive Schools." Inclusion 6, no. 1 (March 1, 2018): 33–44. http://dx.doi.org/10.1352/2326-6988-6.1.33.
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Abstract A set of schools located across the United States partnered with a federally funded inclusive schools systems approach to improving outcomes for all students—both general and special education students, including students with extensive support needs stemming from intellectual and developmental disabilities. Two years of data from the schools provided evidence of changes in specific school leadership practices. Schools that received targeted, feature-specific technical assistance in the Administrative Leadership domain improved their administrative leadership performance as measured by the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT). Improvements were noted in the two major aspects of leadership measurement: Strong and Engaged Site Leadership and Strong Educator Support System features. Improvements corresponded with higher achievement scores on English Language Arts and Math as measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. These results show promise for continued focus on improving school administrator leadership in order to install more inclusive systems of support for learning that are associated with higher levels of student achievement.
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Cottrill, Kenna, Patricia Denise Lopez, and Calvin C. Hoffman. "How authentic leadership and inclusion benefit organizations." Equality, Diversity and Inclusion: An International Journal 33, no. 3 (March 11, 2014): 275–92. http://dx.doi.org/10.1108/edi-05-2012-0041.
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Purpose – The purpose of this paper is to examine perceptions of inclusion and related factors, to understand how organizations can encourage and facilitate the full participation of employees. The research explored authentic leadership (AL) as an antecedent of inclusion, and two outcomes, organization-based self-esteem (OBSE) and organizational citizenship behavior (OCB). Design/methodology/approach – Using an online survey, data were collected from 107 primary and 219 peer participants in various industries throughout the USA. Primary participants provided perceptual ratings on inclusion, AL, OBSE and OCB. Co-workers assessed primary participants’ OCB. Findings – AL was positively related to inclusion (β=0.58, p<0.01) as well as self-rated OCB (β=0.36, p<0.01). Inclusion was positively associated with OBSE (β=0.48, p<0.01) and self-rated OCB (β=0.63, p<0.01). Inclusion mediated the relationship between AL and self-rated OCB. OBSE mediated the relationship between inclusion and self-rated OCB. All analyses controlled for the effects of race and gender. Practical implications – Results suggest organizations can promote inclusive environments through AL, and that inclusive environments promote employees’ work-related self-esteem and their willingness to go above and beyond in their jobs. Originality/value – This paper examines previously unstudied relationships, thus contributing to organizational theory and practice.
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Werner, Shirli, Tom P. Gumpel, Judah Koller, Vered Wiesenthal, and Naomi Weintraub. "Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?" PLOS ONE 16, no. 9 (September 20, 2021): e0257657. http://dx.doi.org/10.1371/journal.pone.0257657.
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Background While research has focused on understanding teachers’ attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers’ self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers’ attitudes towards inclusion. Methods Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Results Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Conclusion Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.
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García Carreño, Ingrid Del Valle, Luis Vicente Amador Rodriguez, and Macarena Esteban Ibañez. "Principals Profiles about Distributed Leadership: A Descriptive Study through Analysis of Multiple Correspondences of the Elementary Schools from Madrid, Spain." International Journal of Education 10, no. 2 (May 7, 2018): 1. http://dx.doi.org/10.5296/ije.v10i2.12619.
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Within the emerging leaderships there is no doubt that distributed leadership (DL) is a relevant concept for culture of the educational sector. DL is understood as a form of shared leadership that is based on a more collective and inclusive philosophy of traditional leadership theory that focuses on the skills, traits and behaviours of the leading individuals. The objective of this communication is to determine the DL profiles of the directors of some primary schools in Madrid. Method. Descriptive study through analysis of multiple correspondences and SPAD, with the questionnaire validated ad hoc practices of distributed leadership. The exhibition comprises a total of 23 schools (16 Public schools and 7 colleges) and 13 principals and 10 directors. In the community of Madrid Capital, Spain. Results. The profiles of the leaders found are eight, product of factors 1 and 2 (formal leader, innovator, Bureaucrat, organizational poietic) and factors 2 and 3 (instructional, training, empowerment, collaborative). Discussion. The profiles in this case can generate the self-knowledge of directives strengths and weaknesses, which arise as key conditions to initiate the practice of DL. It goes towards the assertive distribution of power, from the organization of the centre, from the traditional to the bureaucratic.
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Mousa, Mohamed, and Rami M. Ayoubi. "Inclusive/exclusive talent management, responsible leadership and organizational downsizing." Journal of Management Development 38, no. 2 (March 4, 2019): 87–104. http://dx.doi.org/10.1108/jmd-11-2018-0325.
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PurposeThe purpose of this paper is to focus on three Egyptian public business schools in an attempt to explore the effect of inclusive/exclusive talent management on the organizational downsizing of academics and the mediating role of responsible leadership.Design/methodology/approachA total of 330 academics were contacted and given a set of questionnaires. After three follow-ups, a total of 240 responses were collected with a response rate of 72.73 percent. Multiple regressions were employed to show how much variation in organizational downsizing can be explained by inclusive/exclusive talent management and responsible leadership.FindingsThe findings highlighted a very weak statistical association between academics’ inclusive talent management and organizational downsizing, whereas a strong statistical association has been discovered between exclusive talent management and organizational downsizing. Statistical analysis showed that responsible leadership has no role in mediating the relationship between inclusive/exclusive talent management of academics and their downsizing.Research limitations/implicationsThe authors have focused on only three Egyptian public business schools, the matter that may limit opportunities to generalize the results of this study to private business schools and other faculties in Egypt. Future research could use a double source method.Practical implicationsBy preparing a set of academic competences, business schools will be able to classify their academic staff into talented and non-talented, and accordingly they can initiate their tailored downsizing strategies. Furthermore, undertaking a responsible strategy of downsizing, which includes and is not limited to justifying the need to decrease academic staff numbers to guarantee post-redundancy care practices for laid-off academics may alleviate many of the negative psychological, societal and economic consequences of downsizing.Originality/valueThis paper contributes by filling a gap in HR management and higher education literature, in which empirical studies on the relationship between talent management and academics’ organizational downsizing have been limited until now. This may create better research opportunities for cross-disciplinary papers that should be done by HR, higher education and leadership scholars.
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Watkins, Mary. "Revolutionary Leadership: From Paulo Freire to the Occupy Movement." Journal for Social Action in Counseling & Psychology 4, no. 2 (October 1, 2012): 1–22. http://dx.doi.org/10.33043/jsacp.4.2.1-22.
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All over the world, individuals in groups are attempting to occupy their “Commons.” In an era of gross income and power divides, this reclamation must go hand-in-hand with a process of psychic and interpersonal decolonization, where the received hierarchical roles and leadership practices we have inherited are disrupted and thrown into question. Beginning with Paulo Freire’s ideas on revolutionary leadership, and continuing to the principles and practices emerging in the OCCUPY movement, the author focuses on the consensus process and on horizontalism (horizontalidad). To aid in the radical transformation of the structures of oppression, counselors and other dialogically-skilled individuals are needed to help facilitate shared leadership, inclusive dialogue, conflict transformation, and consensus decision-making.
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Wang, Fei. "Subversive leadership and power tactics." Journal of Educational Administration 56, no. 4 (July 2, 2018): 398–413. http://dx.doi.org/10.1108/jea-07-2017-0081.
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Purpose Principals’ leadership has become a subversive activity that is carried out strategically to challenge and disrupt the status quo and resist policies and practices that are counterproductive to their work. The purpose of this paper is to reveal subversive tactics principals use in pursuit of justice and equity in schools and identify challenges and risks associated with their subversive leadership practices. Power tactics were used as a conceptual framework to guide the analysis of subversive activities by school principals. Design/methodology/approach This qualitative study focuses on 18 elementary and secondary school principals from six district school boards in the Metro Vancouver area who participated in the semi-structured interviews on their practices that epitomize different tactics in response to increasing demand and accountability. Findings The power tactics identified in this study illuminate many of the dilemmas principals face in their work and demonstrate the various ways principals exercise their political acumen to “act strategically to determine which tactics to use, when, and with whom.” In exercising ethics of subversion and critique, participants are more likely to use soft, rational, and bi/multilateral rather than hard, non-rational, and unilateral power tactics. Such tendency reveals their concern about causing relational harm and shows their strategic avoidance of direct confrontation. Research limitations/implications Considering the limitations on the sample size and the research context, more research is needed to examine to what extent subversive practices are exercised and how they play out in different contexts. Originality/value The study shows that leadership involves upholding morals and values, even if this means having to use subversive practices to ensure inclusive, equitable, and just outcomes.
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Edwards, Luke David, Alex Till, and Judy McKimm. "Meeting today’s healthcare leadership challenges: is compassionate, caring and inclusive leadership the answer?" BMJ Leader 2, no. 2 (April 12, 2018): 64–67. http://dx.doi.org/10.1136/leader-2017-000031.
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The delivery of high quality, compassionate care is imperative for all healthcare organisations and systems. Current thought leadership explores the necessity for compassionate and inclusive leadership as a prerequisite to develop the culture within which this can be achieved. In this article, we explore the background to this thinking and how it might work in practice.
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Carr, Carolyn S. "Professing Educational Leadership: Caring Ways." Journal of School Leadership 13, no. 2 (March 2003): 220–51. http://dx.doi.org/10.1177/105268460301300206.
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This article focuses on the nature of caring in the university graduate classroom. Its purpose is to show how the ethic of care can be visible and should affect what occurs in administrative preparation programs. The article begins with a review of the literature. The second part of the article describes pedagogical practices utilized in pursuit of a caring community through a culturally responsive framework encompassing an “inclusive classroom culture,” “student funds of knowledge,” and “instructional conversations,” all aimed at helping students perform beyond their current capacity while accommodating community and cultural norms. The third section presents a factually based case study that raises key issues around the cultural encounter between a professor and a bilingual/bicultural graduate education class.
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Arredondo, Patricia. "Using Professional Leadership to Promote Multicultural Understanding and Social Justice." Journal of Pacific Rim Psychology 2, no. 1 (March 1, 2008): 13–17. http://dx.doi.org/10.1375/prp.2.1.13.
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AbstractSocial justice icons, like Rosa Parks, Mahatma Ghandi, Martin Luther King, Jr. and César Chávez, known for their tireless, courageous leadership initiating societal changes that have benefited many, lead the way for contemporary professional psychologists. These leaders opened pathways for inclusive principles and practices in education, employment, and political contexts. At the same time, professional leadership on behalf of multicultural and social justice issues in professional organisations and other contexts is known to be challenging. Biases and assumptions, micro-aggressions, and ignorance of experiences with interpersonal oppression are communicated daily. In multiculturally diverse global societies, social justice leadership is in great demand. Psychologists are encouraged to develop multicultural competencies in educational, research, and organisational practices and emulate the social justice icons.
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Mngo, Zachary Y., and Agnes Y. Mngo. "Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership." Education Research International 2018 (2018): 1–13. http://dx.doi.org/10.1155/2018/3524879.
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The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.
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Mullick, Jahirul, and Joanne M. Deppeler. "Accountability and Leadership Practices in Bangladeshi Schools: A Supportive Approach for Implementing Inclusive Education Policy?" International Journal of Interdisciplinary Social Sciences: Annual Review 6, no. 3 (2011): 275–88. http://dx.doi.org/10.18848/1833-1882/cgp/v06i03/52033.
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Mullick, Jahirul, Umesh Sharma, and Joanne Deppeler. "School teachers' perception about distributed leadership practices for inclusive education in primary schools in Bangladesh." School Leadership & Management 33, no. 2 (April 2013): 151–68. http://dx.doi.org/10.1080/13632434.2012.723615.
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