Social inclusion and leadership in education: An evolution of roles ...

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Nafsika AlexiadouGunter, H.M. (2001) Leaders and Leadership in Education, London: Paul Chapman.Halsey, A.H., Heath, A.F., Ridge, J.M. (1980) Origins and Destinations: Family, Class and Educationin Modern Britain, Oxford: Clarendon Press.Hargreaves, D. (2010) Creating a Self-improving School System, Report for the National Collegefor School Leadership.http://www.nationalcollege.org.uk/docinfo?id=133672&filename=creating-a-self-improvingschool-system.pdf(Accessed August 2011).Heath, A. (2000) The political arithmetic tradition in the sociology of education, Oxford Reviewof Education, 26 (3&4), 313–330.Hills, J., Sefton, T., Steward ,K. (eds.) (2009) Towards a More Equal Society? Poverty, Inequalityand Policy since 1997, Bristol: Joseph Rowntree Foundation & Policy Press.Jones, K. (2003) Education in Britain: 1944 to the Present, London: Polity Press.Jones, K. (2010) Labour Governments and English education: a cultural record 1997–2010, EuropeanConference on Educational Research, Annual conference, University of Helsinki, Aug 2010Joseph Rowntree Foundation (1995) Inquiry into Income and Wealth, York: Joseph RowntreeFoundation (http://www.jrf.org.uk/publications/income-and-wealth-report-jrf-inquirygroup,accessed August 2011).Joseph Rowntree Foundation (JRF) (2010) Monitoring Poverty and Social Exclusion, December2010. http://www.poverty.org.uk/summary/reports.shtml (Accessed August 2011).Lawn, M. (1987) What is the teacher’s job? Work and welfare in elementary teaching, 1940–1945,in M. Lawn, G. Grace (eds), Teachers: The Culture and Politics of Work, London: The FalmerPress.Lawton, D. (1994) The Tory Mind on Education 1979–1994, London: The Falmer Press.Lee, J. (1987) Pride and prejudice: teachers, class and an inner-city infants school. In M. Lawn, G.Grace (eds), Teachers: The Culture and Politics of Work, London: The Falmer Press.Levitas, R. (1998) The Inclusive Society? Social Exclusion and New Labour, Basingstoke: Macmillan.Lindblad, S., Popkewitz, T.S. (2001) Introduction to the Problematics, in S. Lindblad & T.S. Popkewitz(eds) Education Governance and Social Integration and Exclusion: Studies in the Powerof Reason and the Reasons of Power: A Report From The EGSIE Project, Uppsala Reports onEducation 39, Uppsala University.Lindblad, L., Johannesson, I. A. & Simola, H. (2002) Education governance in transition: An introduction,Scandinavian Journal of Educational Research, 46(3), 237–246.Lister, R. (1998) From equality to social inclusion: New labour and the welfare state, Critical SocialPolicy, 18(2), 215–226.Lupton, R., Heath, N., Salter, E. (2009) Education: New Labour’s top priority. In J. Hills, T. Sefton,K. Stewart (eds) op.cit.Menter, I., Muschamp, Y., Nicholls, P., Ozga, J., Pollard, A. (1997) Work and Identity in the PrimarySchool, Buckingham: Open University Press.Moos, L., Miller, J. (2003) Schools and leadership in transition: The case of Scandinavia, CambridgeJournal of Education, 33(3), 353–370.National College for School Leadership (2008) Successful leadership for promoting the achievementof white working class pupils – Vignettes: 12 accounts of school life. http://www.nationalcollege.org.uk/index/docinfo.htm?id=17407(Accessed August 2011)Office for National Statistics (2009) Labour Force Survey 2009, http://www.ons.gov.uk/about/index.html (Accessed August 2011)598
Social inclusion and leadership in educationOzga, J. (2000) Policy Research in Educational Settings, Buckingham: Open University Press.Popkewitz, T.S., Lindblad, S. (2000) Educational governance and social inclusion and exclusion: Aconceptual review of equity and post-modern traditions, Discourse, 21 (1), 1–44.Prideaux, S. (2001) New Labour, old functionalism: The underlying contradictions of welfare reformin the US and the UK, Social Policy and Administration, 35(1), 85–115.Raffo, C., Gunter, H. (2008) Leading schools to promote social inclusion: Developing a conceptualframework for analysing research, policy and practice, Journal of Education Policy, 23 (4),397–414.Rutter, M., Maughan, B., Mortimore, P., Ouston, J. (1979) Fifteen Thousand Hours: SecondarySchools and Their Effects on Children, London: Paul Chapman.Shain, F., Ozga, J., (2001) Identity crisis? Problems and issues in the sociology of education, BritishJournal of Sociology of Education, 22 (1), 109–120.Silver, H. (1994), Social exclusion and social solidarity: Three paradigms, International LabourReview, 133 (5–6), 531–572.Thomson, P. (2009) School Leadership: Heads on the Block?, London: Routledge.Williams, F. (1989) Social Policy: A Critical Introduction, Cambridge: Polity Press.Whitty, G. (1985) Sociology and School Knowledge: Curriculum Theory, Research and Politics,London: Mehuen.Endnotes1In this article “disadvantage” is discussed in relation to socio-economic background. This selectivefocus was necessary because of limitations of space, but it also illustrates the author’s beliefthat this form of disadvantage is more powerful in determining educational outcomes over otherforms of social divisions (ethnicity, disability and gender). I nonetheless wish to fully acknowledgethe significance of these in a differentiating education process.2By “education” in this article I refer to compulsory forms of schooling. Again, limitations ofspace make it impossible to review post-compulsory sectors.3This “periodisation” represents ideal types with fairly artificial chronological boundaries. Still,it is fairly well accepted in the academic literature as describing the changing relationships betweenthe state and education policy.4The notion of the “consensus” has been very much critiqued, particularly from the left of thepolitical spectrum, as a fabrication of the ruling classes in an attempt to pacify the disadvantagedand to disguise the contribution of the state to the continuation of unequal distribution ofresources across the social classes, and across racial divisions (Williams 1989).5The challenge facing conservatism, according to Richard Crossman when writing in 1954, was“not to oppose public ownership or planning or the welfare state, but to use them … to maintainthe differences of wealth and status which are essential to stability” (quoted in Lawton 1994:25).6During the whole of this post-war period, proposals to form a Teachers’ General Council (in 1959and 1965) were rejected by both Conservative and Labour Ministers of Education (Grace 1987).7Even though by 2007 persistent poverty had fallen compared to the previous decade, povertyrates for certain categories of people (e.g. those of working age without children) rose (Departmentfor Work and Pensions 2008). Children living in poverty in workless households representedaround 16% of all children in 2009, while children living in poverty in working familiesrose to 2.1 million in 2010, the highest on record (Sources: Office for National Statistics 2009,Joseph Rowntree Foundation 2010).599
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