ABSTRACT
The stories in Chapter 10 serve two purposes. One is to show how successful schools on three continents have each drawn on at least three of four kinds of capital as they seek to secure success for all of their students. Each of their principals readily acknowledges that there is more to be done in achieving transformation on this scale and also in fully utilising all of the resources that are potentially available to them. They may be stories of success, but they are still works in progress. There is a second related purpose. The stories demonstrate how far schools have travelled in barely a decade. This is a relatively short period of time in the history of public education that, for most of the countries from which we have drawn our information or in which this book shall be read, began a little over one century ago. In the context of the movement to self-managing schools, these accounts provide further illustration of the need to ‘re-imagine the self-managing school’. It is fitting, therefore, that we commence the last chapter with a celebration of what these schools have accomplished and an acknowledgement that there are many implications for policy and practice from what has been achieved thus far.
