School leadership for equity: lessons from the literature

Abstract

Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edited by J. D. Faubion, 326–348. London: Penguin Books] theory of power to ask what lessons we might learn from the literature on school leadership for equity. We begin by offering a definition of neoliberalism; new managerialism; leadership and equity, with the aim of revealing the relationship between the macropolitical discourse of neoliberalism and the actions of school leaders in the micropolitical arena of schools. In so doing, we examine some of the literature on school leadership for equity that post-dates Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 149–172] analysis, seeking evidence of critical engagement with/resistance to neoliberal policy. We identify three approaches to leadership for equity that have been used to enhance equity in schools internationally: (i) critical reflection; (ii) the cultivation of a ‘common vision’ of equity and (iii) ‘transforming dialogue’. We consider if such initiatives avoid the hegemonic trap of neoliberalism, which captures and disarms would be opponents of new managerial policy. We conclude by arguing that, in spite of the dominance of neoliberalism, head teachers have the power to speak up, and speak out, against social injustice.

Keywords:

• school leadership
• equity
• neoliberalism
• new managerialism

Funding

This work was supported by the European Policy Network on School Leadership (EPNoSL) [grant number EAC-2010-1388].

Notes on contributors

Sophie C. Ward is a Lecturer in Education at Durham University. Her research interests include creativity, the role of the arts in education, and the critique of neoliberalism. She has published in journals of philosophy of education, critical education policy, and pedagogy.

Carl Bagley is Professor of Educational Sociology and Head of the School of Education at Durham University.

Jacky Lumby is a Professor of Education at the University of Southampton in the UK. Her main interests are in educational leadership and particularly issues of equity and power. Her research focuses on how leaders can be supported to enable success for all learners and staff in the context of living a life they value. Her work encompasses a range of perspectives, including critical theory and comparative and international perspectives.

Philip Woods is Professor of Educational Policy, Democracy and Leadership at the University of Hertfordshire, UK, and currently Chair of the British Educational Leadership Management and Administration Society. He is an internationally recognised scholar in the field of educational leadership and policy, with an extensive publication record and a particular focus on questions of democracy, educational policy and governance, leadership, alternative education and entrepreneurialism.

Tom Hamilton is Director of Education and Professional Learning at GTC Scotland. Qualified in both Primary and Secondary, Tom's last post in a school was as Principal Teacher in English at Doon Academy, Dalmellington. He then spent a number of years in teacher education and was Associate Dean of the University of Paisley's School of Education before joining the Council in October 2004 as Professional Officer Professional Standards. His current post involves him in developing, promoting and implementing the Council's educational policies.

Prior to joining the University of Hertfordshire Amanda Roberts worked in schools for 20 years, culminating in a headship in Hertfordshire. She moved on to run a consultancy company, providing support for learning in a variety of contexts including in schools in challenging circumstances and within the prison service. Amanda is currently Programme Director for the MSc in Practice-Based Research. Her publications have a particular focus on issues of leadership and professional development.