Leading schools in the face of great adversity

ABSTRACT

The study of disadvantages in education at all levels in Ireland is a well-researched field (Doyle and Keane 2019; Fleming and Harford 2021; Kellaghan 1995; Skerritt 2017; Tormey 2010). A variety of research approaches have been used by those involved in the endeavour to provide a range of valuable associated insights. We offer this paper at a time when other approaches yet again are called for as Ireland, like many other European countries, is hosting Ukranian children in schools as they seek to gain refuge from atrocities at home. In particular, we offer it as a response to an invitation to indicate how those insights can be enriched through the provision of expositions of a comparative nature so that Irish educationists can gain an international perspective on the national situation. Such expositions can be of various types, including those relating to the situation in other OECD nations. Expositions that provide stark contrasts are also helpful in that they can indicate where one’s own circumstances are situated on a spectrum between those demonstrating extreme egalitarianism and those of extreme deprivation. This paper provides an exposition of the latter variety by detailing the results of a long-running research project orchestrated by the present authors on issues related to school leadership by school principals, deputy principals and local school-board members, in three such situations, namely, post-conflict contexts, extremely remote developing world contexts and disadvantaged post-communist societies.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Tom O'Donoghue

Tom O’Donoghue is Emeritus Professor of education research in the Graduate School of Education at The University of Western Australia. He is also an elected fellow of both the Academy of the Social Sciences in Australia and of the Royal Historical Society (UK). He specialises in the history of education and international education.

Simon Clarke

Simon Clarke is currently Professor in the Graduate School of Education at The University of Western Australia, where he teaches, supervises and researches in the substantive area of educational leadership. His latest research interest relates to how the nature and character of school leadership are mediated by distinctive contexts. His work is widely published and his overall contribution to education has been recognised through fellowships of the Australian College of Educators and the Australian Council of Educational Leaders.