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Social inclusion and leadership in education: An evolution of roles and values in the English education system over the last 60 years
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
2011 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 4, s. 581-600Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article reviews the changing relationships between education policies and their links to social disadvantage and conceptions of school leadership. The argument is that definitions of leadership evolve as the assumptions underpinning the relationships between society, the economy and education institutions change. The article draws on the case of English education policy developments over the last 60 years, and places debates about school leadership against a set of changing relationships between the state and the institutions of the market. Defining a good school leader very much depends on ideas about the core school functions as well as dominant ideas about how these functions relate the institution of the school to major social and economic structures.

sted, utgiver, år, opplag, sider
Umeå University: Umeå School of Education , 2011. Vol. 2, nr 4, s. 581-600
Emneord [en]
Inclusion, Leadership
HSV kategori
Forskningsprogram
pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-51531OAI: oai:DiVA.org:umu-51531DiVA, id: diva2:483864
Tilgjengelig fra: 2012-02-09 Laget: 2012-01-26 Sist oppdatert: 2018-06-08bibliografisk kontrollert

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Alexiadou, Nafsika

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