Accountability regimes

, 33, 38

Accountability systems

, 160

Achievement gap

, 250

Black–White

, 4, 22, 32, 54, 84, 114, 190, 207, 249, 260, 267

Arab–Jewish

, 21, 161, 167–168, 178

Arab students

, 170

Advocates

engagement with school principals

, 150–152

support to MAT’s BAME CEOs

, 110–112, 122–123

African American women for mobilisation into Chief Executive Superintendency, mentoring

, 211–213, 222–224

American Educational Research Association

Annual Conferences

, 66

ethical framework

, 20, 69, 208

Annihilation

, 9, 13, 14

Anti-Semitism

, 11

Appreciation for competition

, 240

Arab education system

cultural change, infrastructures for

, 260

foreign policy, assimilation of

, 169–171

intersectionalities of discrimination

, 252

in Israel

, 161

educational leaders’ potential to overcoming shortfalls of

, 163–165

majority–minority relationships

, 181

structural subordination to the Jewish state education system

, 160

supervisors in

, 159–182

challenges to minority education

, 161–163

culture-sensitive curricula development

, 175–177

data analysis

, 168

discourse of inclusion, promotion of

, 165–167

gap reduction, responsibility for

, 171–175

methodology and methods

, 167–168

moving towards inclusion

, 177–178

Arabic language

, 37

Arab Israel

, 4, 12, 21, 50, 70

religious segregation of

, 10

senior educational leaders with professional credentials, clash of values between

, 282–283

Young Societal Innovators for Equity and Renewal, empowerment of

, 247

Arab–Jewish achievement gap

, 21, 161, 167–168, 178

Area learning communities (ALCs)

, 140, 261

Aristotle

, 245

Art of Rhetoric, The

, 111

Articles of Association

, 93, 97

Australia

distributive leadership

, 41–42

Authentic cultural alignment

, 37

Autonomy

, 30, 39, 42, 92, 110, 139, 163, 180, 181, 212, 248

Ayanlaja, Collins

, 5

Balfour Agreement

, 10

Barbarians

, 10

Being a school leader, positive aspects of

, 146–147

Bible, the

codes of behaviour

, 60–61

Black, Asian Minority Ethnic (BAME)

, 20, 51

CEOs of Multi-Academy Trusts

, 81–100, 107–130, 262, 281

Black–White achievement gap

, 4, 22, 32, 54, 84, 114, 190, 207, 249, 260, 267

Black–White segregation

, 13–14

Blair, Tony

, 89

Board of Governors

, 152

Bridging between the work, the true self and the students’ cultures, transformation through

, 222–227

British Educational Leadership, Management and Administration Society (BELMAS)

, 307–308

Annual Conferences

, 66

Doctoral Research Interest Group (DRIG)

, 309–310

British Educational Research Association (BERA)

Guidelines for Ethical Framework

, 20, 69, 116, 208

British Mandate

, 163

Brown v. Board of Education

, 14

Buddhism

noble eightfold path

, 62

Butler Act (Northern Ireland)

, 139

Canada

, 9

Carillion

, 255, 264

Cascading

, 192

Catholicism

, 8

Central Bureau of Statistics

, 163, 164

Centralisation

, 33, 160

Centrally controlled school systems

, 33

CEOs

MAME CEOs of MATs

, 81–100, 107–130, 262, 281

navigation of turbulence

, 34–35

roles of

, 35

Chaos Theory

, 163

Charter Mark

, 17

Children’s Services Overview & Scrutiny Committee

, 88

China

, 51

Christianity

, 6, 20, 51, 62

Church of England

, 8

Circumspection

, 111

Citizenship

, 30, 50, 64, 98

Collaborative leadership

, 36

Colonialism/colonisation

, 7

cultural

, 17, 31

in England

, 10

in Greek

, 10

intellectual

, 17, 31

in Trinidad and Tobago

, 7

Commodity education

, 17, 31

Community cohesion

, 111, 113

Competition

, 31

Confucius

, 61, 65

Corn Laws

, 8–9

Corporate Public Multinationals

, 100

Courage

, 30, 54, 64, 83, 111, 242, 243

Critically Analyse and Reflect for Emancipation, or Enlightenment (CARE)

, 96

Crow, Jim

, 208, 211

Cultural change

for equity and renewal, developing

, 213–215

to EYSIER framework

, 112–115, 123–125

infrastructures for

, 260–263

Cultural colonisation

, 17, 31

Cultural Heritage

, 141

Culture-sensitive curricula development

, 175–177

Curriculum change theory

, 189–190

Curriculum Coordinators (CCs)

, 188, 195, 196, 198

Curriculum development

, 189, 190

Curriculum Implementation Support Team (CIST)

, 199, 201

Curriculum leadership

, 143

Curriculum Officers (COs)

, 188, 195, 196

Curriculum Planning and Development Division (CPDD)

, 187, 188, 194–197

Curriculum Planning Team (CPT)

, 189, 194, 195, 198, 201

interactions in curriculum writing process

, 196–198

Curriculum renewal, for educational equity

, 185–201

CPT interactions in curriculum writing process

, 196–198

curriculum change theory

, 189–190

data analysis

, 194–195

data collection

, 194

design

, 194–195

equity

, 190–191

interactions, exploring

, 195–196

main actors

, 195

methodology

, 193–194

MoE personnel and school personnel, interactions between

, 198–199

MoE personnel and THA DEYAS education personnel, interactions between

, 200

primary curriculum renewal, planning for

, 188–189

setting

, 187–188

Turbulence Theory

, 191–193

Cyber jihadists

, 8

Dalai Lama

, 62

Democracy

, 20, 32, 33, 40–41, 92, 95, 98, 110, 112, 114, 115, 117, 127, 227, 244, 250, 256, 266, 284

Democratic education system

, 208

Democratic leadership

, 36

Department for Education (DfE)

, 82, 86, 91, 97, 98, 114, 121, 141, 282

Department of Arab Education

, 163

Dewey, John

Moral Training for Democracy in Education

, 95, 118, 255, 284

Dignity

, 63, 96, 110

Discourse of inclusion, supervisor’s role in promotion of

, 165–167

Disraeli, Benjamin

, 9

Distributive leadership, empowerment through

, 36–43

Divide and conquer strategy

, 214, 251, 265, 278

Division of Education Youth Affairs and Sport (DEYAS)

, 188

education personnel and MoE personnel, interactions between

, 200

Division of labour

, 214, 265

E-Act of 2016

, 89

Earls of Ulster

, 8

Eastern Illinois University

Institutional Review Board

, 208

Economic liberalism

, 100, 113

Education

in Northern Ireland

, 139–140

shared

, 141

see also individual entries

Education Act of 1947 (Northern Ireland)

, 139

Educational change

, 186

Educational collaboration, in Northern Ireland

, 140–141

Educational equity, curriculum renewal for

, 185–201

CPT interactions in curriculum writing process

, 196–198

curriculum change theory

, 189–190

data analysis

, 194–195

data collection

, 194

design

, 194–195

equity

, 190–191

interactions, exploring

, 195–196

main actors

, 195

methodology

, 193–194

MoE personnel and school personnel, interactions between

, 198–199

MoE personnel and THA DEYAS education personnel, interactions between

, 200

primary curriculum renewal, planning for

, 188–189

setting

, 187–188

Turbulence Theory

, 191–193

‘Educational Excellence Everywhere,’

, 89

Educational Executive Leaders

, 92–93, 97, 98

Educational leadership

, 60

Educational Professionals

, 86–100

Educational system leadership through Public Education Governance Systems, empowerment of

, 109–110, 117–122

Education for Mutual Understanding (EMU)

, 141

Education governance systems

, 20

turbulence in

, 29–43

Education Reform (Northern Ireland) Order 1989

, 141, 142, 253

Egypt

, 51

Arabs in Israel, protection of

, 12

Empowerment

, 4–7, 18–22, 30, 33–35, 93–97, 112, 115, 125, 127, 130

educational system leadership through Public Education Governance Systems

, 109–110, 117–122

through distributive leadership

, 36–43

England

, 4, 50–52, 70

colonialism in

, 10

abolition of slavery

, 13

BAME people in

, 20

MAT’s BAME CEOs

, 81–101, 107–130, 262, 281

economic liberalism

, 100

educational system leadership through Public Education Governance Systems, empowerment of

, 109–110, 117–122

cultural change, infrastructures for

, 262–263

senior educational leaders with professional credentials, clash of values between

, 281–282

Corn Laws

, 8–9

slave trade

, 7, 13

Equality Act

, 15, 22, 52, 53, 58, 71, 110, 207, 213, 240

English as an Additional Language (ASL)

, 99

English policy analysis

, 83

Entrepreneurialism

, 240

Equality Act (UK)

, 15, 22, 52, 53, 58, 71, 110, 207, 213, 240

Equity

, 5, 6, 15, 17–19, 21, 30, 32, 36–40, 84, 93, 95, 100, 109, 110, 112–114, 116, 127, 128, 161, 171, 178, 180, 190–191, 209, 210, 212, 221, 224, 227, 238, 239, 243, 246, 254, 256–258, 260, 263, 267, 278, 279, 284, 285, 287, 289, 290

cultural change for, developing

, 213–215

educational equity, curriculum renewal for

, 185–201

Ethical Review Boards

, 69

Ethos (ethical frameworks)

, 111, 244, 254, 281

European Conference for Educational Research (ECER)

, 6

Annual Conference

, 56

European Educational Research Association Annual Conferences

, 66

European Union (EU)

, 56, 57

Every Student Succeeds Act of 2015

, 246

Evidence-informed leadership

, 29, 38, 41

EYSIER (Empower Young Societal Innovators for Equity, and Renewal) Education Model

, 4–7, 15–19, 22, 23, 30, 34, 51, 55, 56, 64, 68, 71, 85, 100, 191, 224, 239, 243, 246–250, 250, 256, 260, 268, 277, 278, 280, 281, 285, 287–289, 307–308

cultural change to

, 112–115, 123–125

knowledge to action

, 129–130

principles of

, 17–18, 289

Faith

, 6, 8, 19, 20, 22, 51, 53, 58, 60–64, 68, 83, 95, 97, 110, 110–111, 122, 123, 125, 130, 148, 152, 207, 208, 213, 214, 218, 226, 240–242, 244, 246, 252, 256, 264, 277, 285, 287

Finland

, 51

Flat World and Education: How America’s Commitment to Equity will Determine Our Future, The

, 191, 259

Flight metaphors

, 162, 168

Flight of the Earls

, 14

Foreign policy in Arab education system, assimilation of

, 169–171

Formal leaders, leadership of

, 39

Fortitude

, 51, 111, 240, 242

14th Amendment to the US Constitution

, 14

France

, 51

Free Presbyterian Church

, 140

Gap reduction in education system, supervisor’s responsibility for

, 171–175

Gay lesbian, bisexual or transgender (GLBT)

, 15, 22

Gazza Strip

, 12

Germany

, 51

Holocaust

, 12

overpopulation

, 11

victims of massive war crimes and annihilation

, 14

GoFundMe campaign

, 246

Governance, in Northern Ireland

, 142–143

Governors State University

Institutional Review Board

, 208

Gratitude

, x, 111

Greece

, 51

Greek mythology

, 64

Greeks colonisation

, 10

Guyana

, 51

Hierarchical leaders

, 40

Hierarchical system leadership

, 37

Higher Education Institutions

, 265

Postgraduate Research Programmes

, 244

Hinduism

, 6, 20, 62

Hitler, Adolf

, 11

Holocaust

, 12

House of Commons Education Committee, A

MATs Seventh Report of Session 2016–2017

, 85, 89–91

Human agency

, 239

Humanist international comparative analysis approach

, 55–66

Human Resource Management

, 89

Human rights

, 208–210, 217–221

Hungary

, 51

Ideal society

, 111

Imam, Hauwa

, 4, 52

Inclusion

, 30, 38, 177–178, 243, 250

discourse of inclusion, supervisor’s role in promotion of

, 165–167

Inclusive education

, 191

Independent Commission on Good Governance in Public Services, The (ICGGPS)

, 93

Principles of Good Governance of Public Services

, 93, 99

India

, 51

Inequality

, 32, 180, 212, 248

Informed consent form

, 301–302

Inspection

, 166

Institute of Education Assessors (IEA)

, 17, 31, 118, 279

Institutional habits

, 52

Institutionalised racism

, 99, 124, 211

Integration Works. Transforming Your School

, 264

Integrity

, 111

Intellectual colonisation

, 17, 31

Intellectual virtues

, 16, 51, 238, 241–246, 252, 256, 257, 260, 263, 265, 268, 276, 279, 280, 284, 285

Intended Learning Outcomes

, 93, 268

Inter-American Development Bank (IDB)

, 186, 188, 196, 199

International Bureau of Education (IBE)

, 57

International Education Governance Systems, comparative analysis of

, 237–268

cultural change, infrastructures for

, 260–263

Empower Young Societal Innovators for Equity and Renewal

, 246–250

intersectionalities of discrimination

, 250–257

metaphysical world view

, 240–246

theory of knowledge to action

, 239–240

turbulence, navigation of

, 257–260

International Institute for Education Planning (IIEP)

, 57

International Monetary Fund (IMF)

, 12

International Organisation for Migration

, 15

Intersectionalities of discrimination

, 52, 53, 99, 109, 110, 114, 116, 212, 246, 247, 250–257

Ireland

, 51

sectarian conflict in

, 8

See also Northern Ireland

Irish Genealogy Tool Kit

, 9

Irish Nationalist Groups

, 9

Islam

, 6, 20, 51, 57, 59, 62

codes of behaviour

, 61

See also Quran

Islamic State of Iraq and Syria (ISIS)

, 8

Islamic Violent Fundamentalism

, 8

Islamophobia

, 57

Israel, Arab education system in

, 161

educational leaders’ potential to overcoming shortfalls of

, 163–165

Israeli Ethical Framework

, 69

Italy

, 51

victims of massive war crimes and annihilation

, 14

James I, King (England and Ireland)

, 8

James VI, King (Scotland)

, 8

Japan

, 51

Jewish Virtual Library

oppression of Jews

, 10–11

Jews in Israel

religious segregation of

, 10

oppression of

, 10–11

Judaism

, 6, 62

K-12 education

, 5

Kant, Immanuel

, 245

Karpman’s Triangle

, 10, 13, 15, 30, 113, 125

Kazakhstan

, 51

Key Performance Indicators

, 268

Kindness

, 111

Knowledge (Ilm)

, 4, 6, 16, 18, 22, 30, 31, 33, 34, 36–38, 41, 50, 52, 56, 58–61, 65, 68, 69, 92–93, 96, 98, 99, 110, 116, 118, 238, 239, 241, 245, 246

acquisition

, 59

to action. See Knowledge to action

building

, 59–60

democratisation of

, 244

exchange

, 174

generation

, 243

metaphysical

, 40

mobilisation

, 243

pedagogic

, 210

preservation

, 243

scientific

, 67, 110, 115, 214, 250

self-knowledge

, 127

sharing

, 40, 141, 190

transfer

, 206

Knowledge to action

, 7, 19, 23, 33, 50, 55, 58, 71, 83, 109–112, 117, 138, 251, 256, 267, 280, 281, 283, 285, 288–290

to empower EYSIER, recommendations for

, 129–130

recommendations for

, 125–128

theory of

, 227–228, 239–240

Leadership

collaborative

, 36

curriculum

, 143

democratic

, 36

distributive

, 36–43

educational

, 60

evidence-informed

, 29, 38, 41

regional

, 165

shared

, 36, 166

teacher

, 36

teams, cooperation of

, 39

Learning to Critically Analyse and Reflect for Emancipation (Learning to CARE) framework

, 52, 58, 96, 118, 125, 255, 286

Lincoln, Abraham

, 13

Lithuania

Holocaust

, 12

victims of massive war crimes and annihilation

, 14

Local and Global Citizenship

, 141

Logos (logical arguments)

, 111, 244, 254, 281

Maltese education system, decentralisation and school networking in

, 41

Marginalisation

, 5, 10, 12–20, 23, 116, 139, 288

Marginalised groups, in educational governance

, 4, 7, 15, 18–20, 30, 32, 33, 37, 41, 49–71, 108, 109, 125, 162, 181, 212, 238–240, 242, 243, 245, 246, 250–252, 255–257, 263–268

data analysis

, 70–71

humanist international comparative analysis approach

, 55–66

international comparative methods, epistemological underpinnings of

, 54–55

multicultural dispositions and shared cross-cultural world views

, 66–68

population, sample and strategy

, 70

shared cross-cultural world views, international comparative analysis of

, 68–69

turbulence, navigation of

, 257–260

Margin of appreciation

, 85

May, Theresa

, 100, 108

Meinhold, Helmut

, 11

Memorandum of Cooperation

, 93, 97

Mentors

engagement with school principals

, 150–152

support to MAT’s BAME CEOs

, 110–112, 122–123

Mercantile law, metaphysical world view

, 240–246

Ministry of Education (MoE)

, 35, 92

Arab

, 161–165, 170, 173, 175, 177–179

challenges to

, 161–163

personnel and school personnel, interactions between

, 198–199

personnel and THA DEYAS education personnel, interactions between

, 200

Trinidad and Tobago

, 186, 200

Model Articles of Association for Academy Trusts

, 86

Moral Training for Democracy in Education

, 96, 118, 255, 284

Moynihan, Sir Daniel

, 87

Multi-Academy Trusts (MATs)

, 20, 262–264

BAME CEOs

, 81–101, 107–130, 262, 281

cultural change to EYSIER framework

, 112–115, 123–125

educational system leadership through Public Education Governance Systems

, 109–110, 117–122

knowledge to action to EYSIER framework

, 129–130

knowledge to action, recommendations for

, 125–128

limitations of research

, 128–129

research design

, 115–117

defined

, 86

Educational Professionals

, 86–101

Public Corporation Models

, 86–101

Multicultural dispositions and shared cross-cultural world views

, 66–68

Nakhba memorial day

, 178–179

National Audit Office

, 87, 88

National Professional Qualification for Executive Leaders

, 97

Neoliberalism

, 31, 212

New Public Management

, 39

Nigeria

, 51, 52

Nigerian Ethical Framework

, 69

Noble eightfold path

, 62

Northern Ireland (NI)

, 4, 9, 19, 21, 50–52, 70

Butler Act

, 139

cultural change, infrastructures for

, 260–261

Department of Education

, 142, 155

Education Act of 1947

, 139

Education and Training Inspectorate (ETI)

, 142

education in

, 139–140

Education Reform (Northern Ireland) Order 1989

, 141

Education Reform Order (1989)

, 142

educational collaboration

, 140–141

governance

, 142–143

Empower Young Societal Innovators for Equity and Renewal

, 247–248

intersectionalities of discrimination

, 252–253

marginalisation in

, 14

marginalised groups in educational governance

, 54

Public Service Agreement Targets

, 142

school principal’s role in overcoming turbulence in school partnerships

, 137–155

senior educational leaders with professional credentials, clash of values between

, 282

Shared Education Act (Northern Ireland) 2016

, 141

Sharing Works – A Policy for Shared Education

, 141

Strategy for Victims and Survivors

, 138

See also Ireland

Nuremberg Laws of 1935

, 11

Observational education

, 166

Office for Standards in Education (Ofsted)

, 83–84, 89–90, 113

Office of the First Minister and Deputy First Minister (OFMDFM)

, 138, 139, 155

Office of the Ombudsman

, 96

Ombudsman’s report

, 177

‘One drop of blood rule,’

, 14

Oppression

, 10–11, 211

Oppressors

, 7

Orbis Pictus

, 56

Organisational culture

, 39

Organisation for Economic and Cooperation and Development (OECD)

, 17, 31, 69, 118, 279

Orientalism

, 57

Outstanding school improvement

, 82–85, 88, 90–93, 97, 100, 116, 118–122, 126–129

Pakistan

, 51

Palestinian Arabs

, 12

Parents’ involvement, in schools

, 163–164

Participative decision-making

, 39

Participatory process

, 52

Pathos (empirical evidence)

, 111, 244, 254, 281

Peace

, 4–8, 13, 15, 18, 21, 30, 38, 51, 53, 55, 56, 58, 59, 63, 66, 71, 100, 111, 113, 125, 127, 129, 206, 239, 242–246, 251, 256, 257, 260–264, 266, 268, 277–281, 284, 287, 289

Pedagogical relationships

, 37, 38, 67

Pedagogic knowledge

, 210

Peel, Robert

, 9

Pirkei Avot

, 61

Plato

, 94, 96, 112, 118, 123, 241, 256, 286, 287

‘Allegory of the Cave,’

, 36, 166

Poland

Holocaust

, 12

overpopulation in

, 11

victims of massive war crimes and annihilation

, 14

Policy entrepreneurs

, 39

Politeness

, 111

Political liberalism

, 36, 40, 41

Political pluralism

, 36, 38, 40–41

Positionality

, 192

Predominantly White Institutions (PWIs)

, 211

Principles of Good Governance, The

, 93

Private Equity Funds (PEFs)

, 88, 96, 118

Private Finance Incentive (PFI)

, 86–88, 92, 117

Private Finance Investment Schools

, 255

Professional responsibility

, 160

Programme of International Students Assessment (PISA)

, 17, 31, 118, 206, 279

Progress in International Reading Literacy Study (PIRLS)

, 17, 31, 118, 279

Protectionism

, 9, 210

Protectionist dispositions

, 40

Prudence

, 51, 54, 64, 83, 111, 176, 240, 242

Pseudo-master–slave relationships

, 100

Public Corporation Models

, 86–101

Public–Private Partnerships (PPPs)

, 87

Pupil Premium

, 99

Quantitative Easing

, 87

Quran

, 58

See also Islam

Racial segregation

, 208

Racism

, 5, 40, 99

institutionalised

, 99, 124, 211

Red Scott v. Sanford (1857)

, 13–14

Reflective thinking

, 245

Regional leadership

, 165

Regional Schools Commissioners (RSCs)

, 91, 113–114

Regressive abstraction

, 245

Relativity

, 162

Religious Education

, 64–65

Remembrance Day

, 148

Renewal

, 6, 30, 32, 36–38, 93, 95, 100, 109, 112–116, 127, 161, 178, 210, 212, 213, 221, 224, 227, 238, 239, 243, 246, 249, 254, 256, 257, 259–264, 267

cultural change for, developing

, 213–215

curriculum, for educational equity

, 185–201

Reparation

, 212

Resilience

, 111, 119, 152, 153

Respect

, 17, 19, 30, 32, 38, 67, 85, 96–98, 110, 113, 149, 187, 188, 210, 213, 221, 224, 238, 239, 243, 250, 251, 253, 256, 265–267, 279, 289

Romans

, 10

Russia

, 51

Sadler, Michael

, 68

Sample invitation letter to interview to the researched

, 299–300

School(s)

Boards of Management

, 142

leadership

, 41–42

parents’ involvement in

, 164–165

partnerships, school principal’s role in overcoming turbulence in

, 137–155

personnel and MoE personnel, interactions between

, 198–199

see also individual entries

School Boards

, 113

School Governance Systems

, 19

School Inspection Handbook, The

, 84

School principal’s turbulence in school partnerships, overcoming

, 137–155

research methodology

, 144–146

being a school leader, positive aspects of

, 146–147

challenges and opportunities

, 147–150

engagement with mentors and advocates

, 150–152

young people, empowerment of

, 152–153

Schools Community Relations Programme

, 141

Schools Week

, 90

Scientific knowledge

, 67, 110, 115, 214, 250

Seamless Education System (SES)

, 186, 188

Self-awareness

, 39

Self-knowledge

, 127

Self-legislating individuals

, 53, 54

Semi-structured interview schedule, guide for

, 303–304

Senior leaders

intersectionalities of discrimination

, 250–257

navigation of turbulence

, 34–36, 257–260

roles of

, 35

theories of knowledge to action

, 239–240

Shared cross-cultural world views

, 58, 66–68

international comparative analysis of

, 68–69

multicultural dispositions and

, 66–68

Shared education

, 141, 261

Shared Education Act (Northern Ireland) 2016

, 141

Shared leadership

, 36, 166

Sharing Works – A Policy for Shared Education

, 141

Sikhism

, 6, 20, 51, 62

Single Academy Trusts (SATs)

BAME CEOs

, 129

Slave trade

, 7

Slave trafficking

, 13

Smith, Adam

, 100

Social change

, 147–150, 152, 154

Social constructivist approach

, 66, 207–208

Social justice

, 30, 40, 51, 54, 64, 83, 171, 176, 238, 241–243, 245, 246, 250–253, 256, 258, 265, 266

Social mobility

, 6, 97, 100, 123, 128, 129, 178, 180, 212, 243, 244, 251, 257, 258, 260, 262–264, 266–268

Socio-economic status

, 16, 160

Socrates

, 95, 244

Solidarity

, 63

South Korea

, 51

Special Educational Needs and Disability (SEND)

, 99

Special Purpose Vehicle (SPV)

, 87

Stability

, 162, 192–193

Stakeholders’ positionality

, 161

Statutes of Kilkenny

, 7–8

Subsidiarity

, 85

Superintendents

navigation of turbulence

, 34–36

roles of

, 35

Superintendents in US, empowering

, 205–228

African American women for mobilisation into Chief Executive Superintendency, mentoring

, 211–213, 222–224

culture change for equity and renewal, developing

, 213–215

methodology

, 215–216

policy and human rights

, 208–210, 217–221

theory of knowledge to action

, 228

transformation through bridging between the work, the true self and the students’ cultures

, 224–227

turbulence, navigation of

, 206–208, 227–228

Supervision

, 35, 164, 166, 198

Supervisors, in Arab education system

, 159–182

challenges to minority education

, 161–163

culture-sensitive curricula development

, 175–177

data analysis

, 168

discourse of inclusion, promotion of

, 165–167

gap reduction, responsibility for

, 171–175

methodology and methods

, 167–168

moving towards inclusion

, 177–178

Teacher leaders, leadership of

, 39

Teacher leadership

, 36

Thematic integrated approach

, 196

Theory of knowledge to action

, 228, 239–240

13th Amendment to the US Constitution

, 14

Three-phase model of leadership development

, 42

Tobago House of Assembly (THA)

, 187

DEYAS education personnel and MoE personnel, interactions between

, 200

Treasury Committee

, 88

Trends in International Mathematical and Science Study (TIMSS)

, 17, 31, 118, 279

Trinidad and Tobago (T&T)

, 4, 21, 50, 52, 70

colonialism in

, 7, 14

cultural change, infrastructures for

, 262

curriculum renewal, for educational equity

, 185–201

Empower Young Societal Innovators for Equity and Renewal

, 241

intersectionalities of discrimination

, 254

Ministry of Education

, 186, 200, 254

senior educational leaders with professional credentials, clash of values between

, 283

Trinidad and Tobago Ethical Framework

, 69

Trust

, 18, 19, 30, 32, 35, 37–39, 58, 63, 67, 86, 90, 91, 98, 111, 127–129, 150, 153, 166, 210, 213, 221, 223, 224, 238, 242, 243, 250, 251, 256, 257, 261, 266, 267, 279, 280, 287, 289

Tryl, Luke

, 84

Turbulence Theory

, 18, 21, 30, 33–34, 50, 55–56, 109, 143–144, 155, 160, 165, 178, 180, 191–193, 207, 288

cascading

, 192

challenges to minority education

, 161–163

flight metaphors

, 168

positionality

, 192

stability

, 192–193

United Kingdom (UK). See England

United Nations Declaration of Human Rights

, 60, 63, 65, 95, 130, 241

United Nations Educational Scientific and Cultural Organisation (UNESCO)

, 56–57, 69, 191

United Nations Refugee Agency, The

, 15

United States (US)

, 4, 9, 22, 50–52

Black–White segregation

, 13–14

Census Bureau

, 17

Census

, 14

cultural change, infrastructures for

, 261–262

Empower Young Societal Innovators for Equity and Renewal

, 248

funding international reconstruction of education

, 68

intersectionalities of discrimination

, 254

military spending

, 58–59

senior educational leaders with professional credentials, clash of values between

, 284

slave trafficking

, 13

superintendents in, empowering

, 205–228

African American women for mobilisation into Chief Executive Superintendency, mentoring

, 211–213, 222–224

culture change for equity and renewal, developing

, 213–215

methodology

, 215–216

policy and human rights

, 208–210, 217–221

theory of knowledge to action

, 228

transformation through bridging between the work, the true self and the students’ cultures

, 224–227

turbulence, navigation of

, 206–208, 227–228

University of Leicester

ethical Code of Conduct

, 208

Vikings

, 10

Wakefield City MAT

, 90–91, 121

Walker, Scott

, 246

Welfarism

, 113

West Bank

, 12

Wisconsin Act

, 10, 246

Wisdom (sammāpaññāya)

, 62, 65, 83, 93, 94, 96, 112, 115, 122, 123, 125, 129, 252, 281

Women of Colour

, 22

World Bank

, 69

World Court, the

, 57

Xenophobia

, 40