A Critical Policy Analysis of School Leadership for Equity and School Improvement

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Improving Educational Leaders’ Capacity to Engage in Equity-Oriented Leadership (Table 6)

Abstract

Society in Hong Kong faces challenges in school enrolments, mental health and well-being, increasing wealth gaps and poverty, and historically high emigration. Hong Kong education policy actors aim to address these and resulting issues of equity through school improvement and leadership. Utilizing a Critical Policy Analysis approach, the paper draws on policy texts and interviews with principals to examine the equity-school-improvement-leadership nexus in Hong Kong. Specifically, this paper critically examines (1) conceptualizations of school improvement aims in leadership policy, and (2) equity aims in leadership policy. This study offers new insights into sensemaking exercised by leaders in relation to policy demands, and the related tensions and possibilities of ‘acting’, ‘seeing’, and ‘engaging’ for equity.

Authors

• Paul Campbell, The University of Hong Kong

• Priya Goel, California State University - Dominguez Hills