Leadership is the key to making schools more equitable and socially just!
Key Questions offers 42 short essays from international educational leadership scholars and practitioners on everything from parental engagement to special education to supporting Indigenous students. This book is a valued and requisite resource for both practising and prospective educational leaders.
Racism, social class, equity, social justice, spirituality, ethics, accountability, indoctrination, authority, accountability, advocacy, social justice, feminism, spiritual leadership, and critical self-reflection are among the many intangible aspects of leadership covered in this book.
Some of the critical questions include:
i). What does racism have to do with school leadership?
ii). Why should school principals think about social class?
iii). How can educational leaders support sexual and gender minority students in our schools?
iv). What is feminist leadership?
v). How should student voice impact educational leaders?
vi). How does educational leadership influence student learning?
vii). How can educational leaders promote mental health in schools?
Each question and response will provide the reader with insight into the challenges and tensions as well as next steps.
This book is the most comprehensive book on educational leadership on the market and its greatest strength is found in the 42 authors ability to connect the theory and practice with improving schools so that all students benefit.
View preview PDF for an inside look at what you find in Key Questions for Educational Leaders!
This book provides a refreshing and comprehensive approach to educational leadership, bringing together essays by leading academics from across the world. It will be of interest to a wide audience.
David Egan, Professor of Welsh Education Policy, Director, Wales Centre for Equity in Education, University of Wales Trinity St. David.
If you want to understand the complexities, including the contradictions and tensions of educational leadership, read this book! Darrin Griffiths and John Portelli have done a superb job of bringing together a group of authors whose chapters will engage the reader in reflecting and interrogating their own educational practices of leadership, while at the same time keeping the focus on having learners in schools have a better experience than has historically been the case.
Blye Frank, Professor & Dean, Faculty of Education, UBC