Leading with emancipatory intent: Headteachers’ approaches to pupil diversity

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Leading with emancipatory intent : Headteachers’ approaches to pupil diversity. / Fuller, Kay.

In: Educational Management, Administration & Leadership, Vol. 40, No. 6, 01.01.2012, p. 672-689.

Research output: Contribution to journalArticlepeer-review

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@article{42574f7716fd4b03a4e8db1c3c7e652b,
title = "Leading with emancipatory intent: Headteachers{\textquoteright} approaches to pupil diversity",
abstract = "The {\textquoteleft}moral imperative{\textquoteright} of school leadership has been identified as seeking to bring about social justice in ensuring all children are given the opportunity to succeed in education. Empirical research among 18 headteachers in a single local education authority in the English Midlands shows that some headteachers simultaneously work within a managerialist system and beyond it to promote people-oriented values. Eight approaches to pupil diversity are identified here that demonstrate the degree to which some headteachers are willing to resist aspects of managerialism to ensure that diversity is not only catered for but is also celebrated. Headteachers are shown to draw on their personal values and histories in their exercise of headship.about social justice in ensuring all children are given the opportunity to succeed in education. ",
keywords = "pupil diversity, school leadership, social justice",
author = "Kay Fuller",
year = "2012",
month = jan,
day = "1",
doi = "10.1177/1741143212456911",
language = "English",
volume = "40",
pages = "672--689",
journal = "Educational Management Administration & Leadership",
issn = "1741-1432",
publisher = "SAGE Publications",
number = "6",

}

RIS

TY - JOUR

T1 - Leading with emancipatory intent

T2 - Headteachers’ approaches to pupil diversity

AU - Fuller, Kay

PY - 2012/1/1

Y1 - 2012/1/1

N2 - The ‘moral imperative’ of school leadership has been identified as seeking to bring about social justice in ensuring all children are given the opportunity to succeed in education. Empirical research among 18 headteachers in a single local education authority in the English Midlands shows that some headteachers simultaneously work within a managerialist system and beyond it to promote people-oriented values. Eight approaches to pupil diversity are identified here that demonstrate the degree to which some headteachers are willing to resist aspects of managerialism to ensure that diversity is not only catered for but is also celebrated. Headteachers are shown to draw on their personal values and histories in their exercise of headship.about social justice in ensuring all children are given the opportunity to succeed in education.

AB - The ‘moral imperative’ of school leadership has been identified as seeking to bring about social justice in ensuring all children are given the opportunity to succeed in education. Empirical research among 18 headteachers in a single local education authority in the English Midlands shows that some headteachers simultaneously work within a managerialist system and beyond it to promote people-oriented values. Eight approaches to pupil diversity are identified here that demonstrate the degree to which some headteachers are willing to resist aspects of managerialism to ensure that diversity is not only catered for but is also celebrated. Headteachers are shown to draw on their personal values and histories in their exercise of headship.about social justice in ensuring all children are given the opportunity to succeed in education.

KW - pupil diversity, school leadership, social justice

U2 - 10.1177/1741143212456911

DO - 10.1177/1741143212456911

M3 - Article

VL - 40

SP - 672

EP - 689

JO - Educational Management Administration & Leadership

JF - Educational Management Administration & Leadership

SN - 1741-1432

IS - 6

ER -