"The authors challenge the reader to reconsider leadership theory in light of notions of social justice and diversity, and to put into place newly articulated frameworks for action. The text is richly supported by strong empirical research and a sometimes-intricate philosophical approach in making its case for justice and fairness in education and beyond."—CHOICEWhat do we mean by diversity? Why is it an important issue for leaders of schools, colleges and universities? As society becomes increasingly diverse, there is significant international awareness in education about how this impacts on leaders and leadership. For decades the emphasis has been placed on increasing the number of leaders with specific attributes, such as women or those from ethnic minorities, to encourage a true representation of society. This far-reaching book takes a wider view, challenging the reader to recognize the importance of diversity issues and to embed diversity as central within leadership theory and practice. Drawing on their extensive research the authors establish a clear understanding of what diversity means and use this to develop a distinct approach to conceiving leadership, preparing leaders and acting as leaders. They explain how diversity should be a holistic issue which touches every aspect of leadership and is vital to ensuring effective and appropriate leadership for education in pluralist societies. The authors explore the history of approaches to addressing inequities in access to leadership positions and the experience of leadership, from equal opportunities, to diversity and inclusion, to capabilities approaches. The book also proposes fundamental and concrete changes that leaders can undertake both in their own and their organization's practice, to reflect a real commitment to social justice in a diverse society.

Diversity as a Positive within Leadership
Diversity as a positive within leadership
All Change

Chapter 7 concluded that in order for diversity issues to be adequately addressed, the attitudes and practice of the dominant group and the structures which it has established require adjustment. Chapter 8 explored policy and development initiatives that might be undertaken as one part of an overall strategy to increase equity. This chapter explores further the kinds of change that may be needed in order to ensure that diversity within educational leadership is a positive.

To date, despite an increasingly diverse workforce, change in the practice of leadership has been relatively minor. ‘The staff, one might say, gets diversified but the work does not’ (Thomas and Ely, 1996, p. 81). Either change is spasmodic ...

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