ABSTRACT
Chapter 3 begins by positioning social justice at the centre of educational change. It argues that the efforts of policy makers to influence what happens in schools will be wasted unless they find ways to mobilise teachers’ moral purpose and agency. It proposes that authentic change is more likely to occur if teachers are empowered and enabled to change practice. The lens of social justice frames an analysis of global, national and system-led change. The implications for school principals and the possibility of teacher-led change are discussed.
