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Leadership for Inclusive Education

Values, Vision and Voices

  • Book
  • © 2013

Overview

Authors:
  1. G. Mac Ruairc

    1. University College Dublin, Ireland

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  2. E. Ottesen

    1. University of Oslo, Norway

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  3. R. Precey

    1. Canterbury Christ Church University, England

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  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Studies in Inclusive Education (STUIE, volume 18)

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xii
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    1. Leadership for Inclusive Education

      • Gerry Mac Ruairc, Eli Ottesen, Robin Precey
      Pages 1-5

  3. Socio-Cultrual Context

    1. Front Matter

      Pages 7-8
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    2. Including Who? Deconstructing the Discourse

      • Gerry Mac Ruairc
      Pages 9-18

    3. Special Education within the Context of an Inclusive School

      • Alison Ekins
      Pages 19-33

    4. Identity, Inclusion and Leadership

      • Antonio Portela
      Pages 35-45

    5. Inclusion Through the Lens of School Culture

      • Roman Dorczak
      Pages 47-57

  4. Policy Context

    1. Front Matter

      Pages 59-60
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    2. Pulling together, not Pulling Apart

      • Robin Precey
      Pages 61-70

    3. Leading Inclusive Schools

      • Gerry Mac Ruairc
      Pages 71-80

    4. Inclusion

      • Eli Ottesen
      Pages 81-90

    5. Teaching for Democratic Agency

      • Tor Colbjørnsen
      Pages 91-101

  5. Leadership Domaing

    1. Front Matter

      Pages 103-103
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    2. Leadership for Inclusion

      • Robin Precey, Grzegorz Mazurkiewicz
      Pages 105-119

    3. Leadership and Inclusion

      • Eli Ottesen
      Pages 121-129

    4. Leadership for Inclusion

      • Robin Precey, María Jesús Rodríguez Entrena, Coleen Jackson
      Pages 131-148

    5. Staff Development for Inclusion

      • Grzegorz Mazurkiewicz
      Pages 149-161

    6. Students and Leadership for Inclusion

      • Antonio Portela
      Pages 163-173

    7. Developing Participation for Inclusion through International Critical Friendship

      • Fiona Stephens
      Pages 175-183

    8. Coda

      • Gerry Mac Ruairc, Eli Ottesen, Robin Precey
      Pages 185-187
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Keywords

About this book

Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education.

Authors and Affiliations

  • University College Dublin, Ireland

    G. Mac Ruairc

  • University of Oslo, Norway

    E. Ottesen

  • Canterbury Christ Church University, England

    R. Precey

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