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Managing equity: experiences from Canada and Sweden
Faculty of Education University of Prince Edward Island Charlottetown, PE C1A 4P3 CANADA.
Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
2010 (English)In: International Studies in Educational Administration, ISSN 1324-1702, E-ISSN 1839-2768, Vol. 38, no 3, 3-17 p.Article in journal (Refereed) Published
Abstract [en]

Both Canada and Sweden are experiencing major demographic changes that have an impact on the organisation of schools. Here we report on an exploratory study which sought to examine the ways in which principals from each of those two countries manage questions of equity. The findings of this small-scale preliminary investigation suggest that principals actively resist any attempts to recognize diversity and difference. Where diversity and difference were recognised, it was in the sense of a deficit model. Further, we found a consistent superficiality with respect to discussions of values or of alternative pedagogical or organ isational approaches. Rather, respondents gave the impression of being pragmatic and situation-based, using avoidance strategies to minimise differences with the intention of creating equitable access and opportunity for all students. Further and more comprehensive research is required to determine the extent to which these findings may be replicated in other jurisdictions.

Place, publisher, year, edition, pages
Commonwealth Council for Educational Administration and Management (CCEAM) , 2010. Vol. 38, no 3, 3-17 p.
National Category
Political Science Pedagogy Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-37881OAI: oai:DiVA.org:umu-37881DiVA: diva2:370848
Available from: 2010-11-18 Created: 2010-11-18 Last updated: 2017-12-12Bibliographically approved

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