Embedding equality in schools Sample Clauses

Embedding equality in schools. The impression is sometimes given that we know too little about how to embed equality in schools. This is not the case. There is considerable guidance about how to lead to be more inclusive (Xxxxx et al., 2002; Xxxxx & Xxxxxxxx Xxxxxxxx, 2008; Xxxxxxx & Xxxxx, 2008). Failing to achieve equality in schools relates not so much to a lack of technical know-how, but to issues of ethics and priorities. Leaders who attempt to shift school priorities and practices in fundamental ways usually encounter a modicum of support and a good deal of resistance from teachers and from parents. Teachers may argue, for example, that dismantling tracking jeopardises teaching their subject well, or any subject well (Xxxxx et al., 2000). Leaders who recruit learners seen by others as problematic risk parents' response to avoid their school. Flight from schools with a high percentage of immigrant learners has been noted in Denmark (Bloem & Xxxx, 2007), and Sweden (Rangvid, 2007), amongst other countries. Above all, leaders face a belief that some children are not educable or only educable with great difficulty. The children of immigrant families or of minority ethnic groups are more likely to be seen as having special needs than are other groups (Field et al., 2007; Nusche, 2009) reflecting deeply embedded prejudices that link being perceived as different with being less able (Lumby with Xxxxxxx, 2007). In short, leaders face unjust discriminatory convictions that underpin many teachers' and parents' judgements about what is right and possible in education. Leaders themselves are not immune from such beliefs. Those who, for example, give entry preference to learners with higher attainment (Xxxxxxxxx et al., 2004), or who allocate the most inexperienced teachers to classes of those perceived as lower ability, are enacting inequality. In the light of overwhelming evidence that leaders, teachers and school communities do not act in the best interests of all learners, that they may embody inequality, the preparation and development of leaders has the aim of heightening awareness of how inequality is maintained and how it might be countered.
Sample 1
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