Leading for equality Sample Clauses

Leading for equality. This chapter suggests that Europe faces something of a crisis. The economic and societal pressures are likely to intensify negative attitudes towards those deemed different, for example immigrants (Xxxxxxx, 2013), or the poor (Xxxxx, 2012). In this context, schools will come under pressure to ensure those currently advantaged suffer no detriment, and that provision of those seen as in some way in deficit is tackled in discrete ways, for example, ability sorted classes for those deemed of lower attainment, or specialist language teachers to deal with language issues, exclusion of those children who behave in ways that are deemed unacceptable, or careful quotas maintained for the entry of the proportion of those learners perceived as problematic. Typically, in educational leadership and management it is policy makers or family/society factors that are cited as maintaining inequality, and staff in schools depicted as constrained by the context within which they work. This is a misleading assumption. Schools and school staff also play a part in creating, maintaining or increasing inequality. It has become a cliché that leadership is above all a moral task (Xxxxxx, 2003). A changing Europe has made this more so than ever. Policy makers, leaders and teachers share a discourse with a commitment to equality, and yet educational inequality persists. The causes are of course multiple and complex and not all under the control of school leaders, but the latter have the opportunity to minimise or exacerbate inequality. It is their determination to do so and the degree to which they prioritise this aim that is the foundation of action. Should leaders, those who prepare them and teachers genuinely wish to change things, there is much research and practice guidance available to help.