https://doi.org/10.59132/vviz/2025/2/36-57
Povzetek
Članek opisuje zmožnosti vodij šol in šolskih organizacij ter prakse vodenja šol švedskih ravnateljev in vodij šol, ki omogočajo razvoj pravičnega in vključujočega izobraževanja v šolah. Avtorji predlagajo in pojasnjujejo štiri ključne zmožnosti vodij in vodstev šol, ki so bistvene za pravično in vključujoče izobraževanje: situacijsko, osnovno in dinamično zmožnost ter zmožnost sodelovanja. Čeprav omenjene zmožnosti izhajajo iz raziskav o šolah na strukturno zapostavljenih območjih, pa so splošnega pomena. Avtorji izpostavljajo tudi štiri prakse vodenja, ki temeljijo na raziskavah ter izkušnjah in mnenjih švedskih ravnateljev in vodij šol. Vodje šol so prepoznani kot gonila sila pravičnosti in vključevanja v šolah. Avtorji trdijo, da se je iz zmožnosti in praks švedskih vodij šol, ki kljub težavam v položaju svojih šol udejanjajo pravično in vključujoče izobraževanje, mogoče marsičesa naučiti.
Abstract
Capabilities and practices for equitable and inclusive school leadership in Sweden
The paper sets out capabilities of school leaders and school organisations, as well as school
leadership practices from Swedish principals and school leaders that enable the development of equitable and inclusive education in schools. We suggest and explicate four essential capabilities for school leaders and school leadership essential for equitable and inclusive education: situational, ordinary, dynamic and collaborative capability. The capabilities are drawn from research on schools in structurally disadvantaged areas but are of general relevance. We also highlight four leadership practices based on research and the experiences and voices of Swedish principals and school leaders. School leaders are recognised as vital agents for equity and inclusion in schools. We argue that there are lessons to learn from the capability and practices of Swedish school leaders who are realising equitable and inclusive education despite difficulties in the situation of their schools.