Leadership and moral literacy in intercultural schools

PurposeThe purpose of this paper is to explore what developing moral literacy for leaders in intercultural schools will mean.Design/methodology/approachRelevant literature on moral literacy, leadership, intercultural schools and social learning is brought together and integrated to develop an understanding of the intricacies of leading for moral literacy.FindingsThe foundation for developing moral literacy in intercultural schools requires leaders to become knowledgeable, cultivate moral virtues and develop moral imaginations as well as to possess moral reasoning skills. In intercultural settings these components focus on openly addressing, and indeed exposing, issues of class, culture and equity. The elements which form the basis for improved moral literacy are intimately connected with school life and community through learning. Leaders must simultaneously develop their own and their communities' moral literacy through promoting and structuring community‐wide learning through participatory moral dialogue. This may involve sharing purpose, asking hard questions and exposing and acknowledging identities.Originality/valueThis article attempts to apply moral literacy to leading in intercultural schools and suggests that learning holds the key to moral development.