The policy context for schools in England places great emphasis on leadership and autonomy as drivers of educational improvement. The purpose of this article is to explore how we can better understand, in this context, the ...

The article is an invited response to the following article in the same issue: ‘Bradley-Levine, J. (2017). Examination of the New Tech Model as a Holistic Democracy’. Bradley-Levine reports in her article how she created ...

A much greater understanding is needed of power in the practice of distributed leadership. This article explores how the concept of social authority might be helpful in achieving this. It suggests that the practice of ...

This chapter argues that democracy should not be seen as an ideology and that it is important to to be explicit about why this is the case. Its specific focus is the notion of holistic democracy. A distinction is drawn ...

This paper reports data from a study investigating distributed leadership (DL) and its relationship to social justice and democratic values. The research comprised a case study of a UK secondary school, which describes ...

This chapter argues that the leadership as practice (L-A-P) perspective on leadership should see itself as having a root in democratic values. The chapter also introduces the notion of “multiple distributions” of leadership ...

This paper explains the foundations and development of the concept of distributed leadership for equity and learning (DLE), undertaken as part of the work of the European Policy Network on School Leadership. It draws from ...

The growth of co-operative schools is a promising and exciting development in the diverse school system that is unfolding in England. It challenges assumptions of individualism and the economic model of private competitive ...

The degrees of democracy framework (DoDF) was designed as an analytical research instrument that could also be used to facilitate reflection and dialogue by anyone concerned with education (school leaders, teachers, students, ...