ABSTRACT
This introduction presents an overview of key concepts discussed in this book. In many countries, governments turn to neoliberal-looking reforms, under the assumption that an education system that resembles a market will, through the checks and balances inherent in such a 'market constellation', push schools to achieve higher results. The teacher is no longer viewed as a professional, but as a labourer who simply has to follow evidence-based methods in order to secure externally determined goals. Teachers do not wait to be told what to achieve and how to achieve it; instead they show leadership in regard to the how and the what. First of all, people believe teacher leadership should not be locked into formal positions. Therefore, flipping the system should more resemble a process of emancipation than a 'system intervention', a process where the 'voice' of teachers is given a meaningful place, whereas before it was considered to be just 'noise'.
