An interesting reading by Marianne Coleman. She applies a definition of diversity as “categories of difference in individuals to which value judgement stereotypes are consciously and unconsciously applied, bringing advantage to dominant groups” (173). This has strong connections and implications for work with LGBT staff and students that I’ve previously discussed. The chapter asks two reflective questions at its conclusion:
- As a leader in education what do you consider to be the key values relating to leadership and diversity in education?
- In what ways might your institution ensure that diversity is fully considered in policies and practice?
The ideas in the chapter helped clarify some thinking around these provocative questions through examining leadership theory. In particular the idea of value-led leadership: “If valuing the diversity of individual students and staff is a key part of the ethos, this should feed through to every aspect of their leadership” (178). Important to this is examining bias so that an authentically inclusive environment can be created and sustained.
Another layer of the chapter I found persuasive was the notion that “the behaviours of school leaders have a greater impact on pupil performance than school structures or leadership models” (173). This speaks of the importance of interweaving diversity based values into the fabric of the school so that these values are naturally occurring. The natural presence of these values need to be balanced with the interrogation of assumptions to ensure that awareness remains high and our “value judgement stereotypes” are regulated (173).
Coleman, M. (2011) ‘Leadership and Diversity’ in Robertson, J & Timperley, H. (eds) Leadership and Learning. London: SAGE Publications. Pp. 172-185.