Reconceptualizing inclusive leadership to address diversity in schools

References

• Anderson, G. (1990). Toward a critical constructivist approach to school administration: Invisibility, legitimation, and the study of non-events. Educational Administration Quarterly, 26(1), 38–39. https://doi.org/10.1177/0013161X90026001003
   Web of Science ®Google Scholar
• Aronson, J. (1994). A pragmatic view of thematic analysis. The Qualitative Report, 2(1), 1–3. https://doi.org/10.46743/2160-3715/1995.2069
   Google Scholar
• Benner, A. D., & Crosnoe, R. (2011). The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning. American Educational Research Journal, 48(3), 621–646. https://doi.org/10.3102/0002831210384838
   PubMed Web of Science ®Google Scholar
• Bhowmik, M. K.,& Kennedy, K. J. (2022). Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong. Cambridge Journal of Education,52(4), 519–537. https://doi.org/10.1080/0305764X.2022.2040952
   Web of Science ®Google Scholar
• Blackmore, J. (1989). Educational leadership: A feminist critique and reconstruction. In J. Smith (Ed.), Critical perspectives on educational leadership (pp. 63–87). Falmer.
   Google Scholar
• Bowman, N. J., & Denson, N. (2012). What’s past is prologue: How precollege exposure to racial diversity shapes the impact of college interracial interactions. Research in Higher Education, 53(4), 406–425. https://doi.org/10.1007/s11162-011-9235-2
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Bryant, D. A. , & Walker, A. (2022). Principal-designed structures that enhance middle leaders’ professional learning, Educational Management Administration & Leadership. https://doi.org/10.1177/17411432221084154
   Google Scholar
• Caliskan, O. (2020). Ecology of social justice leadership: How schools are responsive to refugee students. Multicultural Education Review, 12(4), 267–283. https://doi.org/10.1080/2005615X.2020.1842656
   Web of Science ®Google Scholar
• Causton, J., & Theoharis, G. (2014). The principal’s handbook for leading inclusive schools. Paul H. Brookes Publishing Company.
   Google Scholar
• Çevik, S., Yıldırım, S., & Zepeda, S. J. (2020). Leadership for socially-just supervision in K-12 schools in the context of the United States. Multicultural Education Review, 12(4), 306–322. https://doi.org/10.1080/2005615X.2020.1842671
   Web of Science ®Google Scholar
• Chiu, M. M., & Khoo, L. (2005). Effects of resources, inequality, and privilege bias on achievement: Country, school, and student level analyses. American Educational Research Journal, 42(4), 575–603. https://doi.org/10.3102/00028312042004575
   Web of Science ®Google Scholar
• Chiu, M. M. , & Walker, A. (2007). Leadership for social justice in Hong Kong schools: Addressing mechanisms of inequality. Journal of Educational Administration, 45(6) 724–739. https://doi.org/10.1108/09578230710829900
   Google Scholar
• Council of Europe and European Commission. (2018). T-Kit 4: Intercultural learning. Council of Europe
   Google Scholar
• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167.
   Google Scholar
• Cuéllar, C., Queupil, J. P., Cuenca, C., & Ravest, J. (2020). A systematic review on multiculturalism and educational leadership: Similarities and contrasts in knowledge production across societies. Multicultural Education Review, 12(4), 235–249. https://doi.org/10.1080/2005615X.2020.1842655
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2004). The color line in American education. Du Bois Review, 1(2), 213–246. https://doi.org/10.1017/S1742058X0404202X
   Google Scholar
• Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory, 9(1), 67–85. https://doi.org/10.1177/1464700108086364
   Web of Science ®Google Scholar
• Deloitte University Press. (2016). The six signature traits of inclusive leadership: Thriving in a diverse new world.
   Google Scholar
• Devecchi, C., & Nevin, A. (2010). Leadership for inclusive schools and inclusive school leadership. In A. H. Normore (Ed.), Global perspectives on educational leadership reform: The development and preparation of leaders of learning and learners of leadership (Advances in Educational Administration, Vol. 11), (pp. 211–241). Emerald Group Publishing Limited.
   Google Scholar
• Donnelly, R., & Patrinos, H. A. (2022). Learning loss during COVID-19: An early systematic review. Prospects 51 , 601–609. https://doi.org/10.1007/s11125-021-09582-6
   PubMedGoogle Scholar
• European Agency for Development in Special Needs Education. (2012). Teacher education for inclusion: Profile of inclusive teachers. European Agency for Development in Special Needs Education.
   Google Scholar
• Frost, M. B. (2007). Texas students’ college expectations: Does high school racial composition matter? Sociology of Education, 80(1), 43–65. https://doi.org/10.1177/003804070708000103
   Web of Science ®Google Scholar
• Gewirtz, S. (2002). The managerial school: Post-welfarism and social justice in education. Routledge.
   Google Scholar
• Gümüş, S., Arar, K., & Oplatka, I. (2021). Review of international research on school leadership for social justice, equity and diversity. Journal of Educational Administration and History, 53(1), 81–99. https://doi.org/10.1080/00220620.2020.1862767
   Web of Science ®Google Scholar
• Gümüş, S., & Beycioglu, K. (2020). The intersection of social justice and leadership in education: What matters in multicultural contexts? Multicultural Education Review, 12(4), 233–234. https://doi.org/10.1080/2005615X.2020.1841936
   Web of Science ®Google Scholar
• Hallinger, P., & Heck, R. H. (1998). Exploring the principal’s contribution to school effectiveness: 1980‐1995. School Effectiveness and School Improvement, 9(2), 157–191. https://doi.org/10.1080/0924345980090203
   Web of Science ®Google Scholar
• Ham, S. H., Kim, J., & Lee, S. (2020). Which schools are in greater need of culturally responsive leaders? A pedagogical uncertainty management perspective. Multicultural Education Review, 12(4), 250–266. https://doi.org/10.1080/2005615X.2020.1842653
   Web of Science ®Google Scholar
• Hoppey, D., & McLeskey, J. (2013). A case study of principal leadership in an effective inclusive school. The Journal of Special Education, 46(4), 245–256. Denmark. https://doi.org/10.1177/0022466910390507
   Web of Science ®Google Scholar
• Johnson, L. (2014). Culturally responsive leadership for community empowerment. Multicultural Education Review, 6(2), 145–170. https://doi.org/10.1080/2005615X.2014.11102915
   Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
   Web of Science ®Google Scholar
• Loeb, M. (1994). Where leaders come from. Fortune 130 (6), 241–242.
   Google Scholar
• Lopez, A. E. (2015). Navigating cultural borders in diverse contexts: Building capacity through culturally responsive leadership and critical praxis. Multicultural Education Review, 7(3), 171–184. https://doi.org/10.1080/2005615X.2015.1072080
   Web of Science ®Google Scholar
• Marshall, C. (2004). Yes, “but” . . . Education leaders discuss social justice. Journal of School Leadership, 14(5), 530–563. https://doi.org/10.1177/105268460401400503
   Google Scholar
• Massey, D., & Fischer, M. (2006). The effect of childhood segregation on minority academic performance at selective colleges. Ethnic and Racial Studies, 29(1), 1–26. https://doi.org/10.1080/01419870500351159
   Web of Science ®Google Scholar
• McNeil, L. M. (2000). Contradictions of school reform: Educational costs of standardized testing. Routledge.
   Google Scholar
• Mickelson, R. A. (2001). Subverting Swann: First-and second-generation segregation in Charlotte, North Carolina. American Educational Research Journal, 38(2), 215–252. https://doi.org/10.3102/00028312038002215
   Web of Science ®Google Scholar
• Mickelson, R. A. (2008). Twenty-first century social science research on school diversity and educational outcomes. Ohio State Law Journal, 69, 1173–1228.
   Google Scholar
• Miled, N. (2019). Educational leaders’ perceptions of multicultural education in teachers’ professional development: A case study from a Canadian school district. Multicultural Education Review, 11(2), 79–95. https://doi.org/10.1080/2005615X.2019.1615249
   Web of Science ®Google Scholar
• National College for School Leadership. (2003) . Inclusive leadership; Leadership for inclusion.
   Google Scholar
• Onwuegbuzie, A. J., & Frels, R. (2016). Seven steps to a comprehensive literature review: A multimodal and cultural approach. Sage.
   Google Scholar
• Orelus, P. W. (2020). Unschooling racism: Critical Theories, approaches and testimonials on anti racist education. Springer. https://doi.org/10.1007/978-3-030-53795-1
   Google Scholar
• Page, S. E. (2008). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press.
   Google Scholar
• Parks, S. (1999). Reducing the effects of racism in schools. Educational Leadership, 56(6), 14–18.
   Google Scholar
• Redding, C. (2019). A teacher like me: A review of the effect of student–teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89(4), 499–535. https://doi.org/10.3102/0034654319853545
   Web of Science ®Google Scholar
• Riehl, C. J. (2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55–81. https://doi.org/10.3102/00346543070001055
   Web of Science ®Google Scholar
• Ryan, J. (2003). Leading diverse schools. Kluwer. https://doi.org/10.1007/0-306-48084-0
   Google Scholar
• Ryan, J. (2006a). Inclusive leadership. Jossey-Bass.
   Google Scholar
• Ryan, J. (2006b). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5(1), 3–17. https://doi.org/10.1080/15700760500483995
   Google Scholar
• Sahlberg, P. (2021). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20(1), 11–18. https://doi.org/10.1007/s10671-020-09284-4
   Web of Science ®Google Scholar
• Shields, C. (2003). Good intentions are not enough: Transformative leadership for communities of difference. Scarecrow Press.
   Google Scholar
• Smith, S. R. (2011). Equality and diversity. Policy Press.
   Google Scholar
• Thompson, H., & Matkin, G. (2020). The evolution of inclusive leadership studies: A literature review. Journal of Leadership Education, 19(3). https://doi.org/10.12806/V19/I3/R2
   Google Scholar
• Thousand, J., & Villa, R. (1994). Managing complex change toward inclusive schooling. In R. Villa & J. Thousand (Eds.), Creating an inclusive school (pp. 5–79). Association for Supervision and Curriculum Development.
   Google Scholar
• UNESCO. (1994). The Salamanca statement and framework for action. https://unesdoc.unesco.org/ark:/48223/pf0000098427
   Google Scholar
• UNESCO. (2015). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4. http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
   Google Scholar
• UNESCO. (2020). UN secretary-general warns of education catastrophe, pointing to UNESCO estimate of 24 million learners at risk of dropping out. https://en.unesco.org/news/secretary-general-warns-education-catastrophe-pointing-unesco-estimate-24-million-learners-0
   Google Scholar
• Villa, R., & Thousand, J. (2005). Creating an inclusive school (2nd ed.). Association for Supervision and Curriculum Development.
   Google Scholar
• Vitello, S. J., & Mithaug, D. E. (Eds.). (1998). Inclusive schooling: National and international perspectives. Lawrence Erlbaum.
   Google Scholar
• Walker,A. D., & Bryant, D. A. (2020). Leading in crisis: The tensions that forge. Al-Fadala, A., Kirby, J., Zaki, O., Baghdady, A., Regester, D. eds. Education disrupted education reimagined: Responses from education's frontline during the COVID-19 pandemic and beyond, Salzburg Global Seminar, Austria and Diplomatic Courier, pp. 104–107 .
   Google Scholar
• Walker, A., & Dimmock, C. (2005). Leading the multiethnic school: Research evidence on successful practice. The Educational Forum, 69(3), 291–304. https://doi.org/10.1080/00131720508984697
   Google Scholar
• Walker, A., & Hallinger, P. (2015). A synthesis of reviews of research on principal leadership in East Asia. Journal of Educational Administration, 53(4), 554–570. https://doi.org/10.1108/JEA-05-2015-0038
   Web of Science ®Google Scholar
• Wells, A. S. (2014). Seeing past the ‘colorblind’ myth of education policy: Why policymakers should address racial/ethnic inequality and support culturally diverse schools. National Education Policy Center. https://nepc.colorado.edu/sites/default/files/pb-colorblind_0.pdf
   Google Scholar
• Wells, A. S., Fox, L., & Cordova-Cobo, D. (2016). How racially diverse schools and classrooms can benefit all students. The Century Foundation.
   Google Scholar