Transformative Leadership: Working for Equity in Diverse Contexts

Abstract

Purpose: The purpose of this article is twofold: to delineate a theory of transformative leadership, distinct from other theories (transformational or transactional leadership); and to assess the utility of the theory for guiding the practice of educational leaders who want to effect both educational and broader social change. Approach and Methods: This article is both conceptual and empirical. The delineation of transformative leadership theory is conceptual and draws on its historical and more recent theoretical roots.

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

“…Edmonds 1979;Hallinger and Murphy 1985), transformational leadership approaches developed in the wake of devolution policies and related site-based management mandates (Leithwood 1994), and transformative or social justice models developed as a reaction to classical systems theories and scientific management approaches as well as the needs of an increasingly diverse student population (Foster 1986;Shields 2010). Most recently, educational leadership scholars have also applied a multi-level perspective on schools as institutions, new (neoliberal) approaches to efficient and effective governance, critiques thereof, and alternative approaches oriented toward social justice.…”

“…Many leadership scholars have extended Foster's approach in various empirical studies with a transformation aim (e.g. McKenzie et al 2008;Shields 2010;Theoharis 2009). …”

“…Similarly, other scholars (e.g., Ryan 2003; Shields 2010) have indicated the importance of inclusive, transformative practices to effective educational leadership in diverse school contexts. Drawing on Freire (2000) and qualitative case study findings, Shields (2010), for instance, argued that transformative leadership begins with questions of justice and democracy, critiques inequitable practices, and offers the promise not only of greater individual achievement but of a better life lived in common with others. Distinguishing transformative leadership from transformational leadership, she argued that "transformative leadership holds the most promise and potential to meet both the academic and the social justice needs of complex, diverse, and beleaguered education systems" (p. 562).…”

Te Ara Hou—A new pathway for leading Māori success as Māori

“…J. Santamaría, 2013; L. J. Santamaría & Santamaría, 2012;Shields, 2010). Santamaría & Santamaría, 2012) From the onset of the partnership, CCRC did not impose the existing leadership research agenda onto the MACS initiative.…”

Dialogic leadership in learning communities

“…La actividad de las organizaciones, entidades y centros escolares está en línea con este giro dialógico e incluyen cada vez más las voces y necesidades de la comunidad educativa. En esta línea, las aportaciones y modelos de liderazgo educativo presentan también una tendencia a considerar más el diálogo en sus análisis teóricos y empíricos para conseguir escuelas más inclusivas e igualitarias (Shields, 2010).…”