Leadership for Inclusive Education

Values, Vision and Voices

  • G. Mac Ruairc
  • E. Ottesen
  • R. Precey

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

Table of contents

  1. Front Matter
    Pages i-xii
    1. Gerry Mac Ruairc, Eli Ottesen, Robin Precey
      Pages 1-5
  2. Socio-Cultrual Context

    1. Front Matter
      Pages 7-8
    2. Gerry Mac Ruairc
      Pages 9-18
    3. Antonio Portela
      Pages 35-45
  3. Policy Context

    1. Front Matter
      Pages 59-60
    2. Robin Precey
      Pages 61-70
    3. Gerry Mac Ruairc
      Pages 71-80
    4. Eli Ottesen
      Pages 81-90
    5. Tor Colbjørnsen
      Pages 91-101
  4. Leadership Domaing

    1. Front Matter
      Pages 103-103
    2. Robin Precey, Grzegorz Mazurkiewicz
      Pages 105-119
    3. Eli Ottesen
      Pages 121-129
    4. Robin Precey, María Jesús Rodríguez Entrena, Coleen Jackson
      Pages 131-148
    5. Grzegorz Mazurkiewicz
      Pages 149-161
    6. Antonio Portela
      Pages 163-173
    7. Gerry Mac Ruairc, Eli Ottesen, Robin Precey
      Pages 185-187

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.


inclusive education leadership

Authors and affiliations

  • G. Mac Ruairc
    • 1
  • E. Ottesen
    • 2
  • R. Precey
    • 3
  1. 1.University College DublinIreland
  2. 2.University of OsloNorway
  3. 3.Canterbury Christ Church UniversityEngland

Bibliographic information