Leadership for equity and adequacy in education

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2021-05-20 DOI:10.1080/13632434.2021.1926963

P. Sahlberg, T. Cobbold

引用次数: 7

Abstract

ABSTRACT Equity has become a central principle in educational policy and leadership around the world. However, there is a wide range of interpretations of equity and what it means in education. In this article we explore different definitions of educational equity from policy and leadership perspectives. Our aim is to give an operational definition of equity in education to overcome vague interpretations and better guide the development of educational leadership for more consistent approaches to improving equity in education. We argue that equity in education should refer to equity of educational outcomes and incorporate both an individual and a social group aspect. We then claim that equality of outcomes is more relevant to comparisons between social groups than individuals, and we call that social equity. In current literature one or the other aspect has been adopted as an equity objective, but it appears combining the two elements is much less common. This dual objective is unique in the discussion around what equity in education means and how it could guide educational policymaking and leadership.

查看原文本刊更多论文

领导公平和充足的教育

公平已成为世界各国教育政策和领导的核心原则。然而，对公平及其在教育中的含义有各种各样的解释。在这篇文章中，我们从政策和领导的角度探讨了教育公平的不同定义。我们的目标是给出教育公平的可操作定义，以克服模糊的解释，并更好地指导教育领导的发展，以采取更一致的方法来改善教育公平。我们认为，教育公平应该是指教育成果的公平，并包括个人和社会群体方面。然后我们声称，结果的平等与社会群体之间的比较比个人之间的比较更相关，我们称之为社会公平。在目前的文献中，一个或另一个方面已被采纳为公平目标，但将这两个因素结合起来似乎要少见得多。这种双重目标在关于教育公平意味着什么以及它如何指导教育政策制定和领导的讨论中是独一无二的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.