Leading the curriculum towards social change: distributed leadership and the inclusive school

Abstract

This study forms part of a participatory action research project, undertaken in four Spanish schools, analysing the planning and development of educational practices that link each school with its territory through community participation processes. The article describes how school leadership can help to develop participatory processes with the educational community in order to foster such practices. Multiple case study methodology was used. Information was gathered and analysed with qualitative research tools, including participant observation, interviews, discussion groups, documentary analysis and the researchers’ field diaries. Results show the importance and influence of the management team’s leadership style in facilitating and developing such practices, and reveal a need to move towards collaborative leadership models. The study also highlighted the importance of ensuring that families and students assume responsibility.