ABSTRACT

While the merits of these explanations can be debated, a key point made in Chapter 5 is that educative leaders have a proactive role to play in helping communities make sense of changes in ways that help reform social, political and economic relations. The chapter by Pettit et al. takes up this point by focusing on how educative leaders can take an appropriate role in reorganising educational services. Note that rationalisation is given to mean the situation where incremental adjustments to structures and practices can no longer cope with demands for reform, and where fundamental reorganisation is considered the only possible option.