ABSTRACT
This book presents a coherent framework of ideas underpinning the authors’ advocacy for an alternative configuration of educational leadership, where teachers are at the centre of improvement initiatives. The chapter addresses the need to transform education, highlighting the global education crisis and demonstrating the inadequacy of familiar policy and donor-led interventions. The focus narrows to introduce the specific role teachers can play in educational reform and the pursuit of social justice, with the resulting implications for school leadership. Subsequent chapters are summarised.
