FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 27
TONY BUSH / SCHOOL LEADERSHIP FOR WHOLE CHILD DEVELOPMENT
LEADERSHIP AND VISION
As noted above, vision is regarded as an essential component of effective
leadership. However, Hoyle and Wallace (2005) are critical of this focus.
They contrast the 8visionary rhetoric9 with the 8reality9 experienced by
staff, students and parents. Visions have to conform to centralized expectations and to satisfy inspectors; 8any vision you like, as long as it9s
central government9s9 (ibid: 139).
LEADERSHIP AND INCLUSION
Leadership for whole child development implies that the vision of the
school includes provision for all children through a broad educational
experience, with access to the formal curriculum and to extracurricular opportunities. To lead an inclusive school requires an explicit focus
on social justice across the spectrum, including gender, race, ethnicity,
nationality, religion and social class. Leo and Barton (2006), and Lumby
(2006), argue that leading an inclusive school is problematic because of
the contradictions involved in serving the individual needs of all children, while maintaining educational standards, in a high stakes accountability framework. Angelides (2012) links this to the Salamanca
declaration (UNESCO, 1994), arguing that this can be achieved through
giving all schools an inclusive orientation. He argues that transformational leadership is required to develop and sustain inclusive schools. In
contrast, Traver-Marti et al. (2021) recommend the adoption of distributed leadership and community participation in moving towards the
inclusive school. Their research in four Spanish regions, including Madrid, shows that their case study schools are all open to the democratic
participation of the educational community.
LEADERSHIP MODELS
There is no single theory of educational leadership. In part this renects
the great diversity of schools, that differ in age-range, size, location, and
both pupil and teacher variables. Second, there are also signiocant contextual differences across countries, meaning that seeking a universal
leadership theory for all contexts can be seen as too ambitious. It relates
also to the varied problems encountered in schools, which require different approaches and solutions. This means that a single theory or model
is inadequate (Bush, 2020). Instead, there are several alternative models,
creating what Bolman and Deal (1997: 11) describe as 8conceptual plural-
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