Inclusive School Leadership: State of the Art about an Ambiguous Concept
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José Manuel Améstica-Abarca
Universidad Diego Portales-Universidad Alberto Hurtado
[email protected] https://orcid.org/0000-0002-7374-6503Detalles
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Abstract
Inclusive education calls to transform schools, for which leadership is fundamental. As a key aspect for improvement, little is known about its role from inclusive and justice perspectives. This paper reviews international literature to understand inclusive school leadership, identifying its dimensions. Empirical and conceptual antecedents were analyzed, recognizing definitions of inclusive leadership, trends of research and emerging aspects from results. Literature shows that leaders answer to diverse types of exclusion, as it happens in the presence of special educational needs, migration, and the consequences of sociopolitical conflicts. In response, inclusive school leadership considers three dimensions: socio-ethical, institutional-educational, and relational-subjective. This exploration brings discussions to project research on this topic within the Chilean context.
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