Leading inclusion is a complex field of practice that is framed in traditional conceptions of school administration. Leadership in inclusive schools is a constant struggle with fluctuating dimensions, often compounding difficulties for students with difference and disability. Nevertheless, inclusive school leadership remains an important component of successful practice of inclusive education, where all students with diverse abilities equally benefit. This chapter provides an introduction to different types of leadership practices that promote inclusive practices. A key focus of the chapter is to discuss the social theory of Bourdieu in relation to understanding and measuring what we consider as effective inclusive school leadership. This framework provides both theoretical and practical approaches in developing inclusive school leadership practices and ways effective inclusive leadership practices could be measured.
Agbenyega, J.S. and Sharma, U. (2014), "Leading Inclusive Education: Measuring ‘Effective’ Leadership for Inclusive Education through a Bourdieuian Lens", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Bingley, pp. 115-132. https://doi.org/10.1108/S1479-363620140000003022
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