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

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EDUCATION INQUIRYEducation Inquiry is an international on-line, peer-reviewed journal with free access in the field ofEducational Sciences and Teacher Education. It publishes original empirical and theoretical studiesfrom a wide variety of academic disciplines. As the name of the journal suggests, one of its aims isto challenge established conventions and taken-for-granted perceptions within these fields.Education Inquiry is looking for lucid and significant contributions to the understanding ofcontextual, social, organizational and individual factors affecting teaching and learning, the links betweenthese aspects, the nature and processes of education and training as well as research in andon Teacher Education and Teacher Education policy. This includes research ranging from pre-schooleducation to higher education, and research on formal and informal settings. Education Inquirywelcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest arestudies that take as their starting point, education practice and subject teaching or didactics.Education Inquiry welcomes research from a variety of methodological and theoretical approaches,and invites studies that make the nature and use of educational research the subject of inquiry.Comparative and country-specific studies are also welcome.Education Inquiry readers include educators, researchers, teachers and policy makers in variouscultural contexts.Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three differentsections. Open section: Articles sent in by authors as part of regular journal submissions and publishedafter a blind review process. Thematic section: Articles reflecting the theme of a conference orworkshop and published after a blind review process. Invited section: Articles by researchers invitedby Education Inquiry to shed light on a specific theme or for a specific purpose and published aftera review process.Education Inquiry is a continuation of the Journal of Research in Teacher Education, which isavailable in printed copies as well as electronic versions and free access at http://www.use.umu.se/forskning/publikationer/lof/Editors:Per-Olof ErixonLinda RönnbergThe editorial boardProfessor Marie Brennan, School of Education, UniSA, AustraliaProfessor Bernard Cornu, Directeur de la Formation – CNED, Directeur de CNED-EIFAD, FranceProfessor David Hamilton, Umeå University, SwedenProfessor Brian Hudson, University of Dundee, UKProfessor Gloria Ladson-Billings, University of Wisconsin-Madison, USAProfessor Martin Lawn, University of Edinburgh, UKAssistant Professor Eva Lindgren, Umeå University, SwedenAssistant Professor Linda Rönnberg, Umeå University, SwedenProfessor Kirk Sullivan, Umeå University, SwedenProfessor Gaby Weiner, University of Edinburgh, UKProfessor Pavel Zgaga, University of Ljubliana, SloveniaLanguage EditorMurray Bales, Ljubljana, SloveniaGuidelines for Submitting ArticlesSee Education Inquiry’s homepage: http://www.use.umu.se/english/research/educationinquirySend Manuscripts to: EducationInquiry.Editor@adm.umu.se©2011 The Authors. ISSN online 2000-4508
Education InquiryVol. 2, No. 4, December 2011, pp.581–600EDU.INQ.Social inclusion and leadershipin education:An evolution of roles and values in the Englisheducation system over the last 60 yearsNafsika Alexiadou*AbstractThis article reviews the changing relationships between education policies and their links to socialdisadvantage and conceptions of school leadership. The argument is that definitions of leadershipevolve as the assumptions underpinning the relationships between society, the economy and educationinstitutions change. The article draws on the case of English education policy developmentsover the last 60 years, and places debates about school leadership against a set of changing relationshipsbetween the state and the institutions of the market. Defining a good school leader verymuch depends on ideas about the core school functions as well as dominant ideas about how thesefunctions relate the institution of the school to major social and economic structures.Education and disadvantage: A social and educational problemThe relationship between social advantage, disadvantage 1 and education 2 has beenwell documented and has provided social policy with a conundrum that is difficultto solve. It represents one of those really entrenched problems that seem to defy theattempts by governments to deal with it. How successive governments have decidedto conceptualise the problem – as something that needs social transformation andthe re-ordering of social arrangements (Jones 2010), or as something to be tamelymanaged for its worst effects – reflects their political/social approach to it, but it alsodetermines what kind of school leadership has been conceptualised as the most appropriatefor dealing with the particular definitions of the problem. This paper drawson developments in England that offer an interesting case study of policy reform ofschooling that has at times been explicitly and deliberately connected to policiesconcerning poverty and social inclusion. Leadership debates and the ways they haveshifted in the post-World War II period reflect the dominant ideas about public sectormanagement as well as ideas regarding the modernisation of education and welfaresystems more generally. Similar trends are of course observed at the European level,with (particularly) Scandinavian countries introducing new public management*Department of Applied Educational Sciences Umeå University, Sweden & School of Public Policy and PracticeUniversity of Keele, UK. Email: n.alexiadou@educ.keele.ac.uk©Author. ISSN 2000-4508, pp.581–600581
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