Abstract
This chapter suggests that those responsible for the leadership of schools consider community of such importance that the building and sustaining of community must be seen as an essential part of the curriculum of the school. I suggest that school leaders move beyond the informal curriculum of “building community”, effected by various institutional supports such as schools within schools, or houses or clusters, cooperative learning, student governments, conflict-resolution teams, school assemblies and smaller groups addressing active antiracism and the like — all helpful and desirable in their own right. School leaders should embrace community as an explicit, intentional, and programmatic component of the school curriculum. In the United States, at least, the multicultural, multiliterate and rapidly changing conditions of late modernity make the work of personal and social construction of the self and of community absolutely essential. The curriculum of community requires an explicit presence at the table of curriculum, that it be written in as a main course on the menu, rather than be added on as an after-dinner candy.
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Starratt, R.J. (2002). Community as Curriculum. In: Leithwood, K., et al. Second International Handbook of Educational Leadership and Administration. Springer International Handbooks of Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0375-9_12
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