Leading for Inclusion: A Riverina Initiative

• In Event: Nontraditional Leadership and Concepts for Social Justice

Abstract

This project interrogates the designed communicative practices which co-construct the ways in which six educational leaders collaboratively work to transform four schools into more inclusive cultures. The study adopts a multi-site, case study, action research approach. The data reveal the enormous potential of purposeful teacher talk in the creation of more inclusive school cultures. There is evidence of an increased sense of ownership of practice and a willingness of staff to work together for team-leading. It advances an explicit language of inclusion which is interrogated in and through reflective practice and proactive leadership action. This paper asks: how do leading for inclusion and designed communicative practices sustain the transformation of schools (teachers, students, communities) into more inclusive sites?

Author

• Laurette Maria Stacy Bristol, Charles Sturt University