This edited volume examines research and practical examples of professional learning approaches for school leaders and teachers in the areas of diversity, equity and democracy – ‘big issues’ that represent some of the most urgent challenges facing our societies and schools today.
Educators from Ireland, Poland, Spain, Norway and Chile provide unique insights into professional learning programmes that were intentionally and collaboratively designed and put into action with and for school leaders, teachers and teacher educators. A key principle promoted throughout this book is the commitment to placing individuals, communities and context at the centre. All programmes emphasise the creation of new spaces, where lived experiences, evolving ideas and theoretical frameworks can be explored with honesty, critical depth and moral purpose. They prioritise transformative practice and outcomes through learning together, rather than through mere implementation or replication of programmes or policies.
In offering summaries and critical discussions of key theoretical perspectives, learning materials and thinking points, and ultimately a shared sense of solidarity in the ongoing work of shaping transformative educational change, this book will be useful for school leaders, teachers, teacher educators, teacher professional development providers and policymakers working in the areas of diversity, equity and democracy.
Table of Contents:
Contents
List of Contributors
Foreword
Acknowledgements
Part One – Professional Learning for Diversity, Equity and Democracy in Schools – Context, Concepts and Rationale
Chapter 1: School Leadership for Better Futures: Collaborative Professional Learning About and For Diversity, Equity and Democracy
Chapter 2: Big Ideas for Better Schools: A Transnational Professional Learning Project
Chapter 3: Diversity, Equity and Democracy in School Leadership: Exploring Troublesome Concepts in Troubled Times
Chapter 4: A Professional Learning Model for Transformative School Leadership
Part Two – Making It Happen – Learning from Case Studies
Chapter 5: Professional learning with school leaders on diversity, equity and inclusion in Ireland: Deepening understanding and commitment through safe and honest ‘big issue’ conversations
Chapter 6: Diversity, equity and democracy: Developing an understanding of complex social phenomena with teachers and students in Poland
Chapter 7: What is Democracy? Recognising diverse perspectives and building shared understandings with school leaders in Spain through a professional learning experience
Chapter 8: Democracy as a central value in a national curriculum: Working with school leaders and teachers to connect values with practice in Norway
Chapter 9: Education for Citizenship under Democratic Strain: Professional Learning for School Leaders and Teachers in Chile
Part Three – Review of Learning and Charting Pathways
Chapter 10: Transformative Professional Learning in Action: Embracing Complexity and Critical Co-Inquiry for Diversity, Equity and Democracy
About the Author :
Manuela Heinz is Associate Professor at the University of Galway, Ireland, and Editor of the European Journal of Teacher Education.
María Jesús Rodríguez-Entrena is Associate Professor in the Department of Didactics and School Organization, University of Murcia, Spain.
Gerry Mac Ruairc is Emeritus Professor of Education and former Head of the School of Education at the University of Galway, Ireland.
