Pamela S. Angelle – författare

Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders. The research contained in this book seeks to enhance our understanding of school leaders’ actions as they work to promote socially just practices and/or outcomes in a range of different national contexts. The unique nature of this research is that studies took place in numerous schools across the globe in a variety of contexts yet utilized the same research protocols. This has allowed the researchers to draw conclusions at an international level about social justice decision making, the supports and barriers brought on school leaders by national policy and mandates, and the essential nature of context in the work of social justice leadership.The audience will include scholars on a global scale, given that cases in the book include authors and principals from around the world. The book can also serve as a text for leadership preparation courses as well as courses in social justice, research design, and qualitative research methodologies. Courses in human relations and communication can use the content as examples of the negotiations and challenges of teamwork in international settings. A primary audience for the book is system/school level leaders in contexts and communities throughout the world for understanding comparative leadership and social justice decision making. Current principals will find the cases useful as reflexive tools for their own work. Educational leaders, educational reformers, and policy makers will benefit from this book as they seek to understand the impact of their work and its influence on promoting equity in schools across the globe.

Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders. The research contained in this book seeks to enhance our understanding of school leaders’ actions as they work to promote socially just practices and/or outcomes in a range of different national contexts. The unique nature of this research is that studies took place in numerous schools across the globe in a variety of contexts yet utilized the same research protocols. This has allowed the researchers to draw conclusions at an international level about social justice decision making, the supports and barriers brought on school leaders by national policy and mandates, and the essential nature of context in the work of social justice leadership.The audience will include scholars on a global scale, given that cases in the book include authors and principals from around the world. The book can also serve as a text for leadership preparation courses as well as courses in social justice, research design, and qualitative research methodologies. Courses in human relations and communication can use the content as examples of the negotiations and challenges of teamwork in international settings. A primary audience for the book is system/school level leaders in contexts and communities throughout the world for understanding comparative leadership and social justice decision making. Current principals will find the cases useful as reflexive tools for their own work. Educational leaders, educational reformers, and policy makers will benefit from this book as they seek to understand the impact of their work and its influence on promoting equity in schools across the globe.

In the rapidly evolving educational landscape of the United Kingdom, the journey of a leader from head teacher to Chief Executive Officer of a multi-academy trust offers a unique lens into the complexities of school leadership. Perspectives on a New Model of School Leadership: Building a Multi-Academy Trust delves into the multifaceted nature of leadership in schools, examining the interplay between policy, local leadership, and external influences.The comprehensive approach of each chapter provides a rich tapestry of leadership stories and in-depth analysis, highlighting the challenges and triumphs of enacting a system of inter-independent schools working collaboratively. A chapter brings a perspective on the debates that prevail about the charter schools movement in the United States, reflecting on the similarities between this movement and the academies movement in England.Contributing to the fields of policy, leadership agency, community relations, and system planning, Perspectives on a New Model of School Leadership offers valuable insights for scholars, leaders, policymakers, and leadership preparation programs, challenging prevailing assumptions and providing fresh perspectives on school leadership in changing times. By drawing on empirical evidence and personal reflections, the authors provide rare insights into the professional identity of school leaders and the far-reaching impact of a system approach to leadership.

In the rapidly evolving educational landscape of the United Kingdom, the journey of a leader from head teacher to Chief Executive Officer of a multi-academy trust offers a unique lens into the complexities of school leadership. Perspectives on a New Model of School Leadership: Building a Multi-Academy Trust delves into the multifaceted nature of leadership in schools, examining the interplay between policy, local leadership, and external influences.The comprehensive approach of each chapter provides a rich tapestry of leadership stories and in-depth analysis, highlighting the challenges and triumphs of enacting a system of inter-independent schools working collaboratively. A chapter brings a perspective on the debates that prevail about the charter schools movement in the United States, reflecting on the similarities between this movement and the academies movement in England.Contributing to the fields of policy, leadership agency, community relations, and system planning, Perspectives on a New Model of School Leadership offers valuable insights for scholars, leaders, policymakers, and leadership preparation programs, challenging prevailing assumptions and providing fresh perspectives on school leadership in changing times. By drawing on empirical evidence and personal reflections, the authors provide rare insights into the professional identity of school leaders and the far-reaching impact of a system approach to leadership.