University of Hertfordshire

By the same authors

Distributed Leadership for Equity and Learning

Research output: Contribution to journalArticlepeer-review

Documents

  • 907106

    Final published version, 114 KB, PDF document

Links

View graph of relations
Original languageEnglish
Pages (from-to)175-187
JournalRevista Lusófona de Educação
Volume30
Issue30
Publication statusPublished - May 2015

Abstract

This paper explains the foundations and development of the concept of distributed leadership for equity and learning (DLE), undertaken as part of the work of the European Policy Network on School Leadership. It draws from research and reviews of research into distributed leadership and work on social justice, democratic leadership and a rich conception of democracy (holistic democracy). The importance of the concept of DLE is that, unlike most other approaches to distributed leadership, it integrates values of democracy, holistic learning and social justice into its definition. This has significant practical implications. For example, where DLE is adopted as a guiding definition, it helps to ensure that issues such as inequalities in participation, exclusion, the value of collaborative learning and factors important in creating the conditions for developing democratic citizenship are less likely to be marginalised when initiating or enhancing distributed leadership. The conceptualisation of DLE is offered as a resource and guide where there is a will to make education participative, collaborative and a more fulfilling and self-affirming experience for all.

Notes

Creative Commons Attribution 3.0 Unported (CC BY 3.0)

ID: 7996585