School leadership and equity: Canadian elements

There are great movements of people taking place around the world and our societies are becoming more diverse and multiethnic in nature, especially in the urban environments of the larger cities. In most countries, schools still represent the 'status quo' and most principals are from the &...

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Bibliographic Details
Published in:School leadership & management 2007-02, Vol.27 (1), p.7-20
Main Authors: Tim Goddard, J., Hart, Angela C.
Format: Article
Language:English
Subjects:
Access to Education
Administrator Role
Canada
Compulsory Education
Cross Cultural Studies
Demography
Educational Change
Educational leadership
Educational Policy
Educational sociology
Equal Education
Federal Government
Foreign Countries
Global Approach
Government Role
Immigrants
Inclusive Schools
Instructional Leadership
Principals
Public Schools
Socioeconomic Influences
Student Diversity
Urban areas
Urban Schools
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Summary:There are great movements of people taking place around the world and our societies are becoming more diverse and multiethnic in nature, especially in the urban environments of the larger cities. In most countries, schools still represent the 'status quo' and most principals are from the 'majority culture'. There is little empirical evidence describing how schools respond to the changing demographics of the contemporary world. In this paper such empirical evidence is presented. The research question guiding this eight-nation study was: In what ways do principals facilitate access to schools for all children? Exploring matters such as school policies, recognition of difference and inclusion strategies, data are presented from the Canadian elements of this international collaborative study.
ISSN:1363-2434
1364-2626
DOI:10.1080/13632430601092263