How can we understand educational leadership for equity and learning?

Abstract

This article considers the challenges facing policymakers and school leaders who attempt to achieve greater equity for learners. Despite policy and structural change intended to achieve greater equity, the article suggests that beliefs about the nature of learning, the nature of fairness, the impact of personal characteristics such as first language, and the effect of 'disadvantaged' students on the learning of others undermine attempts at fundamental change. The article explores the persistent and powerful currents of beliefs and of self-interest that sustain inequity. It argues the necessity for change in both the will to increase equity and the capacity to do so. Reform may be needed in the preparation of school leaders and greater autonomy might be a necessary condition for them to act at organisational level. Policymakers may need to shift their focus from structural change to winning the political case, that is, convincing all that it is to everybody's advantage to achieve greater equity

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