Educating leaders for social justice: the case of special educational needs co-ordinators

Abstract

In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice dimension of educational leadership to advance discussion of the changing role of SENCOs. It is suggested that, apart from the operational and strategic aspects of their redefined leadership role, SENCOs should be empowered to embrace a social justice discourse in tackling power inequities and systemic educational inequalities that undermine inclusive education reforms.

Keywords:

• leadership
• social justice
• schools
• inclusion
• change

Notes on contributors

Anastasia Liasidou is Assistant Professor of Inclusive Education at the European University, Cyprus, and former Senior Lecturer of Inclusive Practice and Education at University of Roehampton, London, UK. Her book “Inclusive Education, Politics and Policymaking” was published by Continuum in February 2012.

Cathy Svensson is the subject leader in Special and Inclusive Education in the School of Education at the University of Roehampton. In that capacity Cathy has extensive experience of teaching on both undergraduate and postgraduate programmes locally and intentionally. Prior to this Cathy has held senior leadership roles in mainstream primary and special schools. Roehampton's involvement in hosting the mandatory SENCo training award, since its first inception in 2009, has been, and continues to be a rich source of research development interest and debate for Cathy over recent years.