Abstract
This volume identifies cultural and moral foundations of country-specific school leadership and it presents the foundations and principles of social justice and the diversity of common goods that often guide leadership practices in schools.
Political and cultural backgrounds for educational and leadership policies, that frame the practices of leadership differ from country to country and even within countries and with neo-liberal influences from transnational agencies. Over time, we see developments of basic logics and ideological discourses like traditional general education moving towards outcomes-based leadership.
The social dimension of school leadership is not only the very core of leadership practice. They are also issues related to equality and equity, or social inclusion. The capacity of leaders to promote civic-mindedness and social cooperation, consensus and acceptance of others, the right balance between freedom and duties, and reciprocity of obligations, are essential for maintaining democratic education and democratic rights against marketization and for facilitating a life together while respecting ethnic and cultural differences instead of standardizing them. The book therefore gathers contributions from a range of international authors capable of reporting these moral and cultural features, while broadening the research perspectives on school leadership beyond an instrumental and neo-liberal vision. It contributes to an existing research field that studies diversity and ethical leadership in schools.
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Normand, R., Moos, L., Liu, M., Tulowitzki, P. (2021). An International Comparison of Cultural and Social Foundations of Educational Leadership. In: Normand, R., Moos, L., Liu, M., Tulowitzki, P. (eds) The Cultural and Social Foundations of Educational Leadership. Educational Governance Research, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-030-74497-7_1
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