Educational diversity and learning leadership: a proposition, some principles and a model of inclusive leadership?

Breaking the Zero-Sum Game: Transforming Societies through Inclusive Leadership

“…"Collaborative leaders realize that everyone counts; every opinion and contribution sincerely matters" (Raelin, 2003, p. 16). Rayner (2009), who framed agency and inclusion from the perspective of learning, also understood leadership as inclusive, "involv[ing] every member of the learning community in some form of 'learning leadership'" (p. 439). He also noted that "an inclusive leader aims to facilitate the transforming and transformative effect of learning in the work of making provision for the most vulnerable in the learning community" (p. 445).…”

Conceptualization and Measurement of Virtuous Leadership: Doing Well by Doing Good

“…Cameron (2011, p. 451) suggested that "virtuous leadership focuses on the highest potentiality of human systems and is oriented toward being and doing good"; however, Cameron later equated this view with responsible leadership. Similarly, virtuous leadership has been considered conceptually synonymous with (or highly similar to) moral (Gao et al, 2011), ethical (Cameron et al, 2004;Riggio et al, 2010), servant and spiritual (Freeman, 2011;Sendjaya et al, 2008), inclusive (Rayner, 2009), transformative (Caldwell et al, 2012), transformational (Brown, 2011), and paternalistic leadership (Wu and Tsai, 2012). Still others have treated virtuous leadership as a component of ethical (Walker and Sackney, 2007), servant (Lanctot and Irving, 2010), charismatic (Juurikkala, 2012), transformational/authentic (Hannah et al, 2005), and responsible (Pless and Maak, 2011) leadership.…”

Problematising Style Differences Theory and Professional Learning in Educational Psychology

“…This requires an idea of professional learning and practice that rests upon the creation, production, mobilisation and transfer of educational knowledge. The core concept of an ethical praxis resides at the heart of this framework (see Heydon, 2005;Rayner, 2009). Research is a key enabler in this approach; problemposing, problem-solving, decision-making, as well as analytic and reflective thinking are features associated with how to set up such an approach in the management of learning; outcomes generated in this work should be deliberately situated or at the least positioned in relation to/or within a theory-practice context that aims at reflexively demonstrating a significance, originality and relevance for understanding and context.…”