University of Hertfordshire

By the same authors

Standard

Distributed Leadership and Social Justice : A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices (UK). / Woods, Philip; Roberts, Amanda.

School Leadership as a driving force for equity and learning: Comparative perspective (Del 4.1). ed. / Lejf Moos; Pavlos Hatzopolous. European Policy Network on School Leadership, 2013. p. 148-170.

Research output: Chapter in Book/Report/Conference proceedingChapter

Harvard

Woods, P & Roberts, A 2013, Distributed Leadership and Social Justice: A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices (UK). in L Moos & P Hatzopolous (eds), School Leadership as a driving force for equity and learning: Comparative perspective (Del 4.1). European Policy Network on School Leadership, pp. 148-170. <https://www.leu.lt/download/14539/c3_epnosl-2_del4.1.pdf>

APA

Woods, P., & Roberts, A. (2013). Distributed Leadership and Social Justice: A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices (UK). In L. Moos, & P. Hatzopolous (Eds.), School Leadership as a driving force for equity and learning: Comparative perspective (Del 4.1) (pp. 148-170). European Policy Network on School Leadership. https://www.leu.lt/download/14539/c3_epnosl-2_del4.1.pdf

Vancouver

Woods P, Roberts A. Distributed Leadership and Social Justice: A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices (UK). In Moos L, Hatzopolous P, editors, School Leadership as a driving force for equity and learning: Comparative perspective (Del 4.1). European Policy Network on School Leadership. 2013. p. 148-170

Author

Woods, Philip ; Roberts, Amanda. / Distributed Leadership and Social Justice : A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices (UK). School Leadership as a driving force for equity and learning: Comparative perspective (Del 4.1). editor / Lejf Moos ; Pavlos Hatzopolous. European Policy Network on School Leadership, 2013. pp. 148-170

Bibtex

@inbook{ed56714f2a134417a21bef607047c97d,
title = "Distributed Leadership and Social Justice: A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices (UK)",
abstract = "The concept of distributed leadership has come to have increasing influence in the last decade or so, attracting much scholarly exploration and research, generating diverse definitions and understandings. The theoretical perspective taken for the purposes of this study is that leadership is emergent and that it arises through complex, interactive processes and is not the preserve of senior roles designated with leadership authority. The aim of the research study is to investigate distributed leadership and perceptions of whether and in what ways it promotes or otherwise social justice and democratic practices. The study explores this in the context of one case study (secondary) school. The report concludes with five requirements which we suggest it would be helpful for policy-makers wanting to develop school leadership to reflect upon. Firstly, advancing the quality of school leadership requires developing the leadership capabilities of everyone in the school - both those who are in designated leadership positions and those (such as many teachers, support staff and students) who are not. Secondly, developing the leadership capabilities of all requires the development of school cultures and structures that provide the social, professional and institutional support necessary to create environments that facilitate individual initiative and collaborative working and learning. Thirdly, the development and sustaining of such school cultures and structures requires long-term investment by schools and by the governments and other agencies that support schools. Fourthly, distributed leadership requires respect for both autonomy (individual views, professionalism, creativity and needs) and authority (school purpose, goals, values and structures), which means school members helping to shape schools{\textquoteright} educational purposes, values, etc. as well as working within these. Fifthly, helping distributed leadership to be fair and of benefit to the learning of all requires it to be guided by a broad concept of social justice that encourages schools to ask critical questions about involvement (participative justice), respect (cultural justice), learning (developmental justice) and resources (distributive justice). ",
author = "Philip Woods and Amanda Roberts",
year = "2013",
month = dec,
language = "English",
pages = "148--170",
editor = "Lejf Moos and Pavlos Hatzopolous",
booktitle = "School Leadership as a driving force for equity and learning:",
publisher = "European Policy Network on School Leadership",

}

RIS

TY - CHAP

T1 - Distributed Leadership and Social Justice

T2 - A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices (UK)

AU - Woods, Philip

AU - Roberts, Amanda

PY - 2013/12

Y1 - 2013/12

N2 - The concept of distributed leadership has come to have increasing influence in the last decade or so, attracting much scholarly exploration and research, generating diverse definitions and understandings. The theoretical perspective taken for the purposes of this study is that leadership is emergent and that it arises through complex, interactive processes and is not the preserve of senior roles designated with leadership authority. The aim of the research study is to investigate distributed leadership and perceptions of whether and in what ways it promotes or otherwise social justice and democratic practices. The study explores this in the context of one case study (secondary) school. The report concludes with five requirements which we suggest it would be helpful for policy-makers wanting to develop school leadership to reflect upon. Firstly, advancing the quality of school leadership requires developing the leadership capabilities of everyone in the school - both those who are in designated leadership positions and those (such as many teachers, support staff and students) who are not. Secondly, developing the leadership capabilities of all requires the development of school cultures and structures that provide the social, professional and institutional support necessary to create environments that facilitate individual initiative and collaborative working and learning. Thirdly, the development and sustaining of such school cultures and structures requires long-term investment by schools and by the governments and other agencies that support schools. Fourthly, distributed leadership requires respect for both autonomy (individual views, professionalism, creativity and needs) and authority (school purpose, goals, values and structures), which means school members helping to shape schools’ educational purposes, values, etc. as well as working within these. Fifthly, helping distributed leadership to be fair and of benefit to the learning of all requires it to be guided by a broad concept of social justice that encourages schools to ask critical questions about involvement (participative justice), respect (cultural justice), learning (developmental justice) and resources (distributive justice).

AB - The concept of distributed leadership has come to have increasing influence in the last decade or so, attracting much scholarly exploration and research, generating diverse definitions and understandings. The theoretical perspective taken for the purposes of this study is that leadership is emergent and that it arises through complex, interactive processes and is not the preserve of senior roles designated with leadership authority. The aim of the research study is to investigate distributed leadership and perceptions of whether and in what ways it promotes or otherwise social justice and democratic practices. The study explores this in the context of one case study (secondary) school. The report concludes with five requirements which we suggest it would be helpful for policy-makers wanting to develop school leadership to reflect upon. Firstly, advancing the quality of school leadership requires developing the leadership capabilities of everyone in the school - both those who are in designated leadership positions and those (such as many teachers, support staff and students) who are not. Secondly, developing the leadership capabilities of all requires the development of school cultures and structures that provide the social, professional and institutional support necessary to create environments that facilitate individual initiative and collaborative working and learning. Thirdly, the development and sustaining of such school cultures and structures requires long-term investment by schools and by the governments and other agencies that support schools. Fourthly, distributed leadership requires respect for both autonomy (individual views, professionalism, creativity and needs) and authority (school purpose, goals, values and structures), which means school members helping to shape schools’ educational purposes, values, etc. as well as working within these. Fifthly, helping distributed leadership to be fair and of benefit to the learning of all requires it to be guided by a broad concept of social justice that encourages schools to ask critical questions about involvement (participative justice), respect (cultural justice), learning (developmental justice) and resources (distributive justice).

M3 - Chapter

SP - 148

EP - 170

BT - School Leadership as a driving force for equity and learning:

A2 - Moos, Lejf

A2 - Hatzopolous, Pavlos

PB - European Policy Network on School Leadership

ER -