School Leadership in Search of Common Goods and Complex Equality: An Alternative to Neoliberal Vision

As we have seen throughout these chapters, the conceptions and practices of school leadership do not correspond to disembodied standards promoted by international organizations. Their influences are highly dependent on the historical, cultural, and social context within each country and its education system. Some of them have a strong tradition of immigration, such as the United States, the United Kingdom and France. They face major problems in the recognition of ethnic and racial differences. They try to develop leadership practices to welcome these differences and view diversity as source of strength but are often confronted with communitarian and nationalist tensions that make it difficult to reduce discrimination and inequality. Such developments highlight the importance of well-being and care in school leadership, particularly in terms of social inclusion. By contrast, Nordic countries, and to a lesser extent Switzerland, have built up a strong cultural and national identity that sustains social cohesion. It facilitates a type of consensual school leadership at the local level. Other education systems including New Zealand, Singapore and China have been built on a common understanding of multiculturality that provides guidance for living together and for forging a common destiny. For these countries, the community also represents a structuring element to maintain good relationships between leaders, teachers, students, and parents. [For the complete volume, "The Cultural and Social Foundations of Educational Leadership: An International Comparison. Educational Governance Research. Volume 16," see ED615841.]