RT Journal Article
T1 School leadership for inclusive education: theoretically relevant dimensions for its development
A1 Valdés Morales, René
A1 Gómez Hurtado, Inmaculada
A1 Coronel Llamas, José Manuel
A1 Améstica, José Manuel
AB In recent years, inclusive leadership has become established as a theoretically relevant approach for schools committed to equity, social justice and diversity. However, there is less theoretical background on its practices compared to other leadership approaches. The aim of this paper is to conceptualise inclusive school leadership from a critical and socially grounded perspective by proposing five theoretically relevant dimensions of practice that support the development and enactment of inclusion in schools. These dimensions are as follows: (1) management of pedagogical processes to cater for diversity; (2) development of an inclusive school culture; (3) promotion of whole school participation; (4) professional development of the whole school community; and (5) interpersonal resources for inclusion. For each dimension, a set of practices, narratives, competencies, and evidence that support their development and enactment in school contexts are presented. The conclusion is that inclusive leadership is grounded in social justice, critical reflection and contextualisation. This approach is indispensable to overcome the limitations imposed by traditional structures and standardised solutions that can hinder true inclusion in school contexts.
PB Taylor and Francis Group
SN 2000-4508 (electrónico)
YR 2026
FD 2026
LK https://hdl.handle.net/10272/28170
UL https://hdl.handle.net/10272/28170
LA eng
NO Valdés, R., Gómez-Hurtado, I., Coronel, J. M., & Améstica, J. M. (2026). School leadership for inclusive education: theoretically relevant dimensions for its development. Education Inquiry, 1–13. https://doi.org/10.1080/20004508.2026.2634524
NO The work was supported by the Ministry of Education and Science, Spain [PID2019-106250RB-I00/SRA]; Agencia Nacional de Investigación y Desarrollo, Chile [FONDECYT 11230630].
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026