The Cultural and Social Foundations of Educational Leadership: An International Comparison

Foreword 1: Principled Autonomy and Educational Leadership
	References
Foreword 2: Situating Educational Leadership in the Nation State
Foreword 3: The Betweenness of School Leaders
	References
Contents
About the Contributors
Part I: Introduction
	Chapter 1: An International Comparison of Cultural and Social Foundations of Educational Leadership
		Educational Leadership in Political Contexts of Accountability and Marketization
		Multiple Governance Regimes Under the Influence of the Neo-Liberal Turn
		Educational Leadership and Its Social, Moral, and Cultural Components
		Considering Educational Leadership Beyond the Critique of Managerialism
		Educational Leadership Embedded in Common Life, Ethics and Principles of Justice
		Educational Leadership at the Crossroads of Moral Conventions and the Sense of Justice
		The Chapters
		Overview of Chapters
			Section 2: Nordic Countries
			Section 3: Continental Europe
			Section 4: Anglo-American Countries
			Section 5: Asian Countries
			Section 6: Discussion
		References
Part II: Nordic Countries
	Chapter 2: School Leadership in Denmark: Between Two Historical and Contemporary Discourses
		Introduction
		Two Societal Governance Discourses
		Societal Background in the Welfare State
		Two Educational Discourses
			The Democratic Bildung Discourse
			The Outcomes Discourse
		School Leadership Relations
		Relations in Contracts: Mistrust and Trust
		Relations: Sensemaking
		Education for Creativity
		Education for Equality
		Education for Community Participation
			Classrooms as Communities
			Subjectification
			Communication and Participation
		Borrowing: Comparisons and ‘Best Practice’
		References
	Chapter 3: Culture, Structure and Leadership in Sweden: National Accountability and Local Trust
		The Swedish Educational Policy Context
		The Swedish Education Context
		Policy on Teachers and Principals
		The Swedish Curricula
		Purposes, Common Goods, Values and Moral Foundations
		Principles of School Organisation and Leaders’ Responsibilities
		Conclusions
		References
	Chapter 4: Images of Norwegian Educational Leadership – Historical and Current Distinctions
		Introduction
		The Social Democratic Welfarist Legacy
		The Growth of Neo-Liberal Reforms in Education
		Key Principles for Organising and Leading Schools
		Conceptualising Leadership Over Time
			Tracing Learning Trajectories and Attendant Identity Construction
			Framing Successful School Leadership
			Leadership for Social Justice and Democracy in the Context of Managerial Demands
		Concluding Remarks
		References
	Chapter 5: The Cultural and Social Foundations of Ethical Educational Leadership in Finland
		Overview of the Historical, Political and Cultural Embeddedness of the Educational System in Finland
		Brief Characterization of the Concept of Education in Finland
		Presentation of Constituents and Principles of School Organisation and Responsibilities of Leaders from a Social and Cultural Point of View
		Illustration of Values and Great Principles of Justice on Which Leadership Practices Are Based Within the Educational Community
		Characterization of the Concept of Ethical Educational Leadership as It Is Understood in the Culture of Finland and by Finnish Educators
		References
Part III: Continental Europe
	Chapter 6: Leadership and French Principals: An Unthinkable and Paradoxical Moral Agency
		Introduction
		French Education Between Tradition and Modernity: A Brief Archaeology of the Republican Project
			The Heritage Values of French Education as a Common Background
			Napoleon’s Legacy in Educational Administration
			The Philosophical Tradition of the Enlightenment as a Republican Project
			A Second Modernity: Education as the State Case Against Catholic Interests
		Professional Bureaucracy, Corporatism, and Reluctance to Managerial Ideas
			Technostructure, Professional Bureaucracy and Corporatism
			Modernizing Policy, Accountability, and Reluctance to Managerial Ideas
			Public Education as an Ideological Battlefield for Interest Groups
		Could “Managers of the Republic” Be Considered as “Leaders”?
			French Principals and Their Difficult Relationships with Management
			The Leadership of French Principals and Some Tensions in Their Professional Stance
			How Do French Principals Think About Their Moral Agency?
			An Ethical Principal at the Boundaries of School Leadership
		Conclusion
		References
	Chapter 7: Images of Educational Leadership in Switzerland
		Overview of the Educational System in Switzerland
		Brief Characterization of the Concept of Education in Switzerland
		Presentation of the Constituents and Principles of School Organization and Responsibilities of Leaders
		Illustrations of Values and Great Principles of Leadership Practices
		Characterization of the Concept of Educational Leadership as Understood in the Culture of Switzerland
		Concluding Remarks
		References
Part IV: AngloAmerican Countries
	Chapter 8: Self-Interest and Altruism: How English School Leaders Navigate Moral Imperatives in a High Stakes Culture
		A Brief History of the English Education System
		A Move to High Autonomy/High Accountability
		Ethical Standards in School Leadership
		Questionable Leadership Behaviours in English Schools
		Changing Times Ahead?
		References
	Chapter 9: School Effectiveness in U.S. Amid Crisis: Moral Capacity Building for Social Justice Leadership
		Educational Equity and the Legacy of the Civil Rights Movement
		Leadership Typology and Leader Preparation
			Typology of Leadership Effectiveness
			Leadership Preparation
		Moral Capacity and Leadership for Social Justice
			Unpack and Abolish Deficit Perspectives
			Create Authentic Connections with the Community
			Advocate for Equity and Remove Barriers
		Conclusion
		References
	Chapter 10: School Leadership in the United States: Evolving Responsibilities in Times of Change
		Introduction
		U.S. Context of Schooling
			The Accountability Movement
			Diversity and Equity
		Emerging Demands for School Leaders
		Key Responsibilities for School Leaders
			Building Instructional Capacity
			Shaping School Culture
			Bridging School, Home and Community
		Implications
		Conclusion
		References
	Chapter 11: Educational Leadership for Social Justice: Bringing Connection, Collaboration and Care from Margins to Centre
		Overview of Historical and Cultural Elements Which Inform the New Zealand Educational System
			Educational Policy and Systems
			Leading for Social Justice: Definitions and Themes Within Education
		Research Design
			Introduction to the Educational Leaders
		Research Findings
			Social Justice Leadership Was an Embodied Practice Informed by Previous Experiences
			Social Justice Leadership Was Transformative Leadership
			Leadership for Social Justice Was a Moral Practice
			Social Justice Leadership Was Culturally Responsive Leadership
			Social Justice Leadership Was Professional Activism
			Social Leadership Was Challenging and Impacted on Personal Wellbeing
		Conclusion
		References
Part V: Asian Countries
	Chapter 12: Social, Political and Cultural Foundations of Educational Leadership in Singapore
		Historical, Political and Cultural Backstory of Singapore
			Establishment of Key Values Shaping Socio-political Values and Leadership Since 1965
		The Instrumentalist Purpose of Education
			A Historical Overview of Singapore’s Educational Policy Landscape Since Independence
				Survival-Driven Education (1965–1978)
				Efficiency-Driven Education (1978–1997)
				Ability-Driven Education (1997–Present)
		School Organization and Responsibilities of Leaders
		The Concept of Leadership in Singapore Schools
		Dependency, Responsibility, and the State-Citizen Leader-Community Compact
		Conclusions
		References
	Chapter 13: Educational Leadership and Reforms of Governance in China
		Ancient Thoughts
		Principal’s Leadership: From Tradition to Distributed Leadership
		School Groups: From Successful School to Networked Leadership
		A Mixture of Leadership Models in Educational Governance
		China Model
		Conclusion: Leadership and the Future
		References
Part VI: Discussion
	Chapter 14: School Leadership in Search of Common Goods and Complex Equality: An Alternative to Neoliberal Vision
		Social and Ethic Leadership Between Managerial Techniques and Accountability Systems
		Different Legacies in Cultural and Moral Visions: Comparing School Leadership in the USA and China
		Cultural and Moral School Leadership Western Europe: Commonalities and Divergent Paths
		School Leadership, Welfare, and the Sense of Social Justice
		School Leadership and Theories of Justice: Contributions of Political Philosophy
		School Leadership Between Social Justice, Recognition of Differences, and Welfarist Redistribution
		Moral Conventions of School Leadership. Professional Situations and Common Goods
		Coming Back to Ethics: School Leadership as a Shared Responsibility in a Community of Practices
		Following John Dewey. School Leadership, Collective Inquiry, and the Maintenance of Public Interest
		References