Leadership for Equity and Adequacy in Education

Autor/inn/en	Sahlberg, Pasi; Cobbold, Trevor
Titel	Leadership for Equity and Adequacy in Education
Quelle	In: School Leadership & Management, 41 (2021) 4-5, S.447-469 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2021.1926963
Schlagwörter	Instructional Leadership; Equal Education; Educational Policy; Educational Improvement; Outcomes of Education; Comparative Analysis; Educational Change; Social Differences; Access to Education; Social Class; Race; Gender Differences; Ethnicity; Socioeconomic Status; Foreign Countries; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Bildungsreform; Sozialer Unterschied; Education; Access; Zugang; Bildungszugang; Social classes; Soziale Klasse; Rasse; Abstammung; Geschlechterkonflikt; Ethnizität; Socio-economic status; Sozioökonomischer Status; Ausland; Australien
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01