Index

Citation (2018), "Index", Taysum, A. and Arar, K. (Ed.) Turbulence, Empowerment and Marginalisation in International Education Governance Systems (Studies in Educational Administration), Emerald Publishing Limited, Bingley, pp. 311-325. https://doi.org/10.1108/978-1-78754-675-220181019 Publisher: Emerald Publishing Limited Copyright © 2019 Emerald Publishing Limited INDEX Accountability regimes, 33, 38 Accountability systems, 160 Achievement gap, 250 Black–White, 4, 22, 32, 54, 84, 114, 190, 207, 249, 260, 267 Arab–Jewish, 21, 161, 167–168, 178 Arab students, 170 Advocates engagement with school principals, 150–152 support to MAT’s BAME CEOs, 110–112, 122–123 African American women for mobilisation into Chief Executive Superintendency, mentoring, 211–213, 222–224 American Educational Research Association Annual Conferences, 66 ethical framework, 20, 69, 208 Annihilation, 9, 13, 14 Anti-Semitism, 11 Appreciation for competition, 240 Arab education system cultural change, infrastructures for, 260 foreign policy, assimilation of, 169–171 intersectionalities of discrimination, 252 in Israel, 161 educational leaders’ potential to overcoming shortfalls of, 163–165 majority–minority relationships, 181 structural subordination to the Jewish state education system, 160 supervisors in, 159–182 challenges to minority education, 161–163 culture-sensitive curricula development, 175–177 data analysis, 168 discourse of inclusion, promotion of, 165–167 gap reduction, responsibility for, 171–175 methodology and methods, 167–168 moving towards inclusion, 177–178 Arabic language, 37 Arab Israel, 4, 12, 21, 50, 70 religious segregation of, 10 senior educational leaders with professional credentials, clash of values between, 282–283 Young Societal Innovators for Equity and Renewal, empowerment of, 247 Arab–Jewish achievement gap, 21, 161, 167–168, 178 Area learning communities (ALCs), 140, 261 Aristotle, 245 Art of Rhetoric, The , 111 Articles of Association, 93, 97 Australia distributive leadership, 41–42 Authentic cultural alignment, 37 Autonomy, 30, 39, 42, 92, 110, 139, 163, 180, 181, 212, 248 Ayanlaja, Collins, 5 Balfour Agreement, 10 Barbarians, 10 Being a school leader, positive aspects of, 146–147 Bible, the codes of behaviour, 60–61 Black, Asian Minority Ethnic (BAME), 20, 51 CEOs of Multi-Academy Trusts, 81–100, 107–130, 262, 281 Black–White achievement gap, 4, 22, 32, 54, 84, 114, 190, 207, 249, 260, 267 Black–White segregation, 13–14 Blair, Tony, 89 Board of Governors, 152 Bridging between the work, the true self and the students’ cultures, transformation through, 222–227 British Educational Leadership, Management and Administration Society (BELMAS), 307–308 Annual Conferences, 66 Doctoral Research Interest Group (DRIG), 309–310 British Educational Research Association (BERA) Guidelines for Ethical Framework, 20, 69, 116, 208 British Mandate, 163 Brown v. Board of Education , 14 Buddhism noble eightfold path, 62 Butler Act (Northern Ireland), 139 Canada, 9 Carillion, 255, 264 Cascading, 192 Catholicism, 8 Central Bureau of Statistics, 163, 164 Centralisation, 33, 160 Centrally controlled school systems, 33 CEOs MAME CEOs of MATs, 81–100, 107–130, 262, 281 navigation of turbulence, 34–35 roles of, 35 Chaos Theory, 163 Charter Mark, 17 Children’s Services Overview & Scrutiny Committee, 88 China, 51 Christianity, 6, 20, 51, 62 Church of England, 8 Circumspection, 111 Citizenship, 30, 50, 64, 98 Collaborative leadership, 36 Colonialism/colonisation, 7 cultural, 17, 31 in England, 10 in Greek, 10 intellectual, 17, 31 in Trinidad and Tobago, 7 Commodity education, 17, 31 Community cohesion, 111, 113 Competition, 31 Confucius, 61, 65 Corn Laws, 8–9 Corporate Public Multinationals, 100 Courage, 30, 54, 64, 83, 111, 242, 243 Critically Analyse and Reflect for Emancipation, or Enlightenment (CARE), 96 Crow, Jim, 208, 211 Cultural change for equity and renewal, developing, 213–215 to EYSIER framework, 112–115, 123–125 infrastructures for, 260–263 Cultural colonisation, 17, 31 Cultural Heritage, 141 Culture-sensitive curricula development, 175–177 Curriculum change theory, 189–190 Curriculum Coordinators (CCs), 188, 195, 196, 198 Curriculum development, 189, 190 Curriculum Implementation Support Team (CIST), 199, 201 Curriculum leadership, 143 Curriculum Officers (COs), 188, 195, 196 Curriculum Planning and Development Division (CPDD), 187, 188, 194–197 Curriculum Planning Team (CPT), 189, 194, 195, 198, 201 interactions in curriculum writing process, 196–198 Curriculum renewal, for educational equity, 185–201 CPT interactions in curriculum writing process, 196–198 curriculum change theory, 189–190 data analysis, 194–195 data collection, 194 design, 194–195 equity, 190–191 interactions, exploring, 195–196 main actors, 195 methodology, 193–194 MoE personnel and school personnel, interactions between, 198–199 MoE personnel and THA DEYAS education personnel, interactions between, 200 primary curriculum renewal, planning for, 188–189 setting, 187–188 Turbulence Theory, 191–193 Cyber jihadists, 8 Dalai Lama, 62 Democracy, 20, 32, 33, 40–41, 92, 95, 98, 110, 112, 114, 115, 117, 127, 227, 244, 250, 256, 266, 284 Democratic education system, 208 Democratic leadership, 36 Department for Education (DfE), 82, 86, 91, 97, 98, 114, 121, 141, 282 Department of Arab Education, 163 Dewey, John Moral Training for Democracy in Education, 95, 118, 255, 284 Dignity, 63, 96, 110 Discourse of inclusion, supervisor’s role in promotion of, 165–167 Disraeli, Benjamin, 9 Distributive leadership, empowerment through, 36–43 Divide and conquer strategy, 214, 251, 265, 278 Division of Education Youth Affairs and Sport (DEYAS), 188 education personnel and MoE personnel, interactions between, 200 Division of labour, 214, 265 E-Act of 2016, 89 Earls of Ulster, 8 Eastern Illinois University Institutional Review Board, 208 Economic liberalism, 100, 113 Education in Northern Ireland, 139–140 shared, 141 see also individual entries Education Act of 1947 (Northern Ireland), 139 Educational change, 186 Educational collaboration, in Northern Ireland, 140–141 Educational equity, curriculum renewal for, 185–201 CPT interactions in curriculum writing process, 196–198 curriculum change theory, 189–190 data analysis, 194–195 data collection, 194 design, 194–195 equity, 190–191 interactions, exploring, 195–196 main actors, 195 methodology, 193–194 MoE personnel and school personnel, interactions between, 198–199 MoE personnel and THA DEYAS education personnel, interactions between, 200 primary curriculum renewal, planning for, 188–189 setting, 187–188 Turbulence Theory, 191–193 ‘Educational Excellence Everywhere,’, 89 Educational Executive Leaders, 92–93, 97, 98 Educational leadership, 60 Educational Professionals, 86–100 Educational system leadership through Public Education Governance Systems, empowerment of, 109–110, 117–122 Education for Mutual Understanding (EMU), 141 Education governance systems, 20 turbulence in, 29–43 Education Reform (Northern Ireland) Order 1989, 141, 142, 253 Egypt, 51 Arabs in Israel, protection of, 12 Empowerment, 4–7, 18–22, 30, 33–35, 93–97, 112, 115, 125, 127, 130 educational system leadership through Public Education Governance Systems, 109–110, 117–122 through distributive leadership, 36–43 England, 4, 50–52, 70 colonialism in, 10 abolition of slavery, 13 BAME people in, 20 MAT’s BAME CEOs, 81–101, 107–130, 262, 281 economic liberalism, 100 educational system leadership through Public Education Governance Systems, empowerment of, 109–110, 117–122 cultural change, infrastructures for, 262–263 senior educational leaders with professional credentials, clash of values between, 281–282 Corn Laws, 8–9 slave trade, 7, 13 Equality Act, 15, 22, 52, 53, 58, 71, 110, 207, 213, 240 English as an Additional Language (ASL), 99 English policy analysis, 83 Entrepreneurialism, 240 Equality Act (UK), 15, 22, 52, 53, 58, 71, 110, 207, 213, 240 Equity, 5, 6, 15, 17–19, 21, 30, 32, 36–40, 84, 93, 95, 100, 109, 110, 112–114, 116, 127, 128, 161, 171, 178, 180, 190–191, 209, 210, 212, 221, 224, 227, 238, 239, 243, 246, 254, 256–258, 260, 263, 267, 278, 279, 284, 285, 287, 289, 290 cultural change for, developing, 213–215 educational equity, curriculum renewal for, 185–201 Ethical Review Boards, 69 Ethos (ethical frameworks), 111, 244, 254, 281 European Conference for Educational Research (ECER), 6 Annual Conference, 56 European Educational Research Association Annual Conferences, 66 European Union (EU), 56, 57 Every Student Succeeds Act of 2015, 246 Evidence-informed leadership, 29, 38, 41 EYSIER (Empower Young Societal Innovators for Equity, and Renewal) Education Model, 4–7, 15–19, 22, 23, 30, 34, 51, 55, 56, 64, 68, 71, 85, 100, 191, 224, 239, 243, 246–250, 250, 256, 260, 268, 277, 278, 280, 281, 285, 287–289, 307–308 cultural change to, 112–115, 123–125 knowledge to action, 129–130 principles of, 17–18, 289 Faith, 6, 8, 19, 20, 22, 51, 53, 58, 60–64, 68, 83, 95, 97, 110, 110–111, 122, 123, 125, 130, 148, 152, 207, 208, 213, 214, 218, 226, 240–242, 244, 246, 252, 256, 264, 277, 285, 287 Finland, 51 Flat World and Education: How America’s Commitment to Equity will Determine Our Future, The , 191, 259 Flight metaphors, 162, 168 Flight of the Earls, 14 Foreign policy in Arab education system, assimilation of, 169–171 Formal leaders, leadership of, 39 Fortitude, 51, 111, 240, 242 14th Amendment to the US Constitution, 14 France, 51 Free Presbyterian Church, 140 Gap reduction in education system, supervisor’s responsibility for, 171–175 Gay lesbian, bisexual or transgender (GLBT), 15, 22 Gazza Strip, 12 Germany, 51 Holocaust, 12 overpopulation, 11 victims of massive war crimes and annihilation, 14 GoFundMe campaign, 246 Governance, in Northern Ireland, 142–143 Governors State University Institutional Review Board, 208 Gratitude, x, 111 Greece, 51 Greek mythology, 64 Greeks colonisation, 10 Guyana, 51 Hierarchical leaders, 40 Hierarchical system leadership, 37 Higher Education Institutions, 265 Postgraduate Research Programmes, 244 Hinduism, 6, 20, 62 Hitler, Adolf, 11 Holocaust, 12 House of Commons Education Committee, A MATs Seventh Report of Session 2016–2017, 85, 89–91 Human agency, 239 Humanist international comparative analysis approach, 55–66 Human Resource Management, 89 Human rights, 208–210, 217–221 Hungary, 51 Ideal society, 111 Imam, Hauwa, 4, 52 Inclusion, 30, 38, 177–178, 243, 250 discourse of inclusion, supervisor’s role in promotion of, 165–167 Inclusive education, 191 Independent Commission on Good Governance in Public Services, The (ICGGPS), 93 Principles of Good Governance of Public Services, 93, 99 India, 51 Inequality, 32, 180, 212, 248 Informed consent form, 301–302 Inspection, 166 Institute of Education Assessors (IEA), 17, 31, 118, 279 Institutional habits, 52 Institutionalised racism, 99, 124, 211 Integration Works. Transforming Your School , 264 Integrity, 111 Intellectual colonisation, 17, 31 Intellectual virtues, 16, 51, 238, 241–246, 252, 256, 257, 260, 263, 265, 268, 276, 279, 280, 284, 285 Intended Learning Outcomes, 93, 268 Inter-American Development Bank (IDB), 186, 188, 196, 199 International Bureau of Education (IBE), 57 International Education Governance Systems, comparative analysis of, 237–268 cultural change, infrastructures for, 260–263 Empower Young Societal Innovators for Equity and Renewal, 246–250 intersectionalities of discrimination, 250–257 metaphysical world view, 240–246 theory of knowledge to action, 239–240 turbulence, navigation of, 257–260 International Institute for Education Planning (IIEP), 57 International Monetary Fund (IMF), 12 International Organisation for Migration, 15 Intersectionalities of discrimination, 52, 53, 99, 109, 110, 114, 116, 212, 246, 247, 250–257 Ireland, 51 sectarian conflict in, 8 See also Northern Ireland Irish Genealogy Tool Kit, 9 Irish Nationalist Groups, 9 Islam, 6, 20, 51, 57, 59, 62 codes of behaviour, 61 See also Quran Islamic State of Iraq and Syria (ISIS), 8 Islamic Violent Fundamentalism, 8 Islamophobia, 57 Israel, Arab education system in, 161 educational leaders’ potential to overcoming shortfalls of, 163–165 Israeli Ethical Framework, 69 Italy, 51 victims of massive war crimes and annihilation, 14 James I, King (England and Ireland), 8 James VI, King (Scotland), 8 Japan, 51 Jewish Virtual Library oppression of Jews, 10–11 Jews in Israel religious segregation of, 10 oppression of, 10–11 Judaism, 6, 62 K-12 education, 5 Kant, Immanuel, 245 Karpman’s Triangle, 10, 13, 15, 30, 113, 125 Kazakhstan, 51 Key Performance Indicators, 268 Kindness, 111 Knowledge (Ilm), 4, 6, 16, 18, 22, 30, 31, 33, 34, 36–38, 41, 50, 52, 56, 58–61, 65, 68, 69, 92–93, 96, 98, 99, 110, 116, 118, 238, 239, 241, 245, 246 acquisition, 59 to action. See Knowledge to action building, 59–60 democratisation of, 244 exchange, 174 generation, 243 metaphysical, 40 mobilisation, 243 pedagogic, 210 preservation, 243 scientific, 67, 110, 115, 214, 250 self-knowledge, 127 sharing, 40, 141, 190 transfer, 206 Knowledge to action, 7, 19, 23, 33, 50, 55, 58, 71, 83, 109–112, 117, 138, 251, 256, 267, 280, 281, 283, 285, 288–290 to empower EYSIER, recommendations for, 129–130 recommendations for, 125–128 theory of, 227–228, 239–240 Leadership collaborative, 36 curriculum, 143 democratic, 36 distributive, 36–43 educational, 60 evidence-informed, 29, 38, 41 regional, 165 shared, 36, 166 teacher, 36 teams, cooperation of, 39 Learning to Critically Analyse and Reflect for Emancipation (Learning to CARE) framework, 52, 58, 96, 118, 125, 255, 286 Lincoln, Abraham, 13 Lithuania Holocaust, 12 victims of massive war crimes and annihilation, 14 Local and Global Citizenship, 141 Logos (logical arguments), 111, 244, 254, 281 Maltese education system, decentralisation and school networking in, 41 Marginalisation, 5, 10, 12–20, 23, 116, 139, 288 Marginalised groups, in educational governance, 4, 7, 15, 18–20, 30, 32, 33, 37, 41, 49–71, 108, 109, 125, 162, 181, 212, 238–240, 242, 243, 245, 246, 250–252, 255–257, 263–268 data analysis, 70–71 humanist international comparative analysis approach, 55–66 international comparative methods, epistemological underpinnings of, 54–55 multicultural dispositions and shared cross-cultural world views, 66–68 population, sample and strategy, 70 shared cross-cultural world views, international comparative analysis of, 68–69 turbulence, navigation of, 257–260 Margin of appreciation, 85 May, Theresa, 100, 108 Meinhold, Helmut, 11 Memorandum of Cooperation, 93, 97 Mentors engagement with school principals, 150–152 support to MAT’s BAME CEOs, 110–112, 122–123 Mercantile law, metaphysical world view, 240–246 Ministry of Education (MoE), 35, 92 Arab, 161–165, 170, 173, 175, 177–179 challenges to, 161–163 personnel and school personnel, interactions between, 198–199 personnel and THA DEYAS education personnel, interactions between, 200 Trinidad and Tobago, 186, 200 Model Articles of Association for Academy Trusts, 86 Moral Training for Democracy in Education, 96, 118, 255, 284 Moynihan, Sir Daniel, 87 Multi-Academy Trusts (MATs), 20, 262–264 BAME CEOs, 81–101, 107–130, 262, 281 cultural change to EYSIER framework, 112–115, 123–125 educational system leadership through Public Education Governance Systems, 109–110, 117–122 knowledge to action to EYSIER framework, 129–130 knowledge to action, recommendations for, 125–128 limitations of research, 128–129 research design, 115–117 defined, 86 Educational Professionals, 86–101 Public Corporation Models, 86–101 Multicultural dispositions and shared cross-cultural world views, 66–68 Nakhba memorial day, 178–179 National Audit Office, 87, 88 National Professional Qualification for Executive Leaders, 97 Neoliberalism, 31, 212 New Public Management, 39 Nigeria, 51, 52 Nigerian Ethical Framework, 69 Noble eightfold path, 62 Northern Ireland (NI), 4, 9, 19, 21, 50–52, 70 Butler Act, 139 cultural change, infrastructures for, 260–261 Department of Education, 142, 155 Education Act of 1947, 139 Education and Training Inspectorate (ETI), 142 education in, 139–140 Education Reform (Northern Ireland) Order 1989, 141 Education Reform Order (1989), 142 educational collaboration, 140–141 governance, 142–143 Empower Young Societal Innovators for Equity and Renewal, 247–248 intersectionalities of discrimination, 252–253 marginalisation in, 14 marginalised groups in educational governance, 54 Public Service Agreement Targets, 142 school principal’s role in overcoming turbulence in school partnerships, 137–155 senior educational leaders with professional credentials, clash of values between, 282 Shared Education Act (Northern Ireland) 2016, 141 Sharing Works – A Policy for Shared Education, 141 Strategy for Victims and Survivors , 138 See also Ireland Nuremberg Laws of 1935, 11 Observational education, 166 Office for Standards in Education (Ofsted), 83–84, 89–90, 113 Office of the First Minister and Deputy First Minister (OFMDFM), 138, 139, 155 Office of the Ombudsman, 96 Ombudsman’s report, 177 ‘One drop of blood rule,’, 14 Oppression, 10–11, 211 Oppressors, 7 Orbis Pictus , 56 Organisational culture, 39 Organisation for Economic and Cooperation and Development (OECD), 17, 31, 69, 118, 279 Orientalism, 57 Outstanding school improvement, 82–85, 88, 90–93, 97, 100, 116, 118–122, 126–129 Pakistan, 51 Palestinian Arabs, 12 Parents’ involvement, in schools, 163–164 Participative decision-making, 39 Participatory process, 52 Pathos (empirical evidence), 111, 244, 254, 281 Peace, 4–8, 13, 15, 18, 21, 30, 38, 51, 53, 55, 56, 58, 59, 63, 66, 71, 100, 111, 113, 125, 127, 129, 206, 239, 242–246, 251, 256, 257, 260–264, 266, 268, 277–281, 284, 287, 289 Pedagogical relationships, 37, 38, 67 Pedagogic knowledge, 210 Peel, Robert, 9 Pirkei Avot , 61 Plato, 94, 96, 112, 118, 123, 241, 256, 286, 287 ‘Allegory of the Cave,’, 36, 166 Poland Holocaust, 12 overpopulation in, 11 victims of massive war crimes and annihilation, 14 Policy entrepreneurs, 39 Politeness, 111 Political liberalism, 36, 40, 41 Political pluralism, 36, 38, 40–41 Positionality, 192 Predominantly White Institutions (PWIs), 211 Principles of Good Governance, The, 93 Private Equity Funds (PEFs), 88, 96, 118 Private Finance Incentive (PFI), 86–88, 92, 117 Private Finance Investment Schools, 255 Professional responsibility, 160 Programme of International Students Assessment (PISA), 17, 31, 118, 206, 279 Progress in International Reading Literacy Study (PIRLS), 17, 31, 118, 279 Protectionism, 9, 210 Protectionist dispositions, 40 Prudence, 51, 54, 64, 83, 111, 176, 240, 242 Pseudo-master–slave relationships, 100 Public Corporation Models, 86–101 Public–Private Partnerships (PPPs), 87 Pupil Premium, 99 Quantitative Easing, 87 Quran, 58 See also Islam Racial segregation, 208 Racism, 5, 40, 99 institutionalised, 99, 124, 211 Red Scott v. Sanford (1857), 13–14 Reflective thinking, 245 Regional leadership, 165 Regional Schools Commissioners (RSCs), 91, 113–114 Regressive abstraction, 245 Relativity, 162 Religious Education, 64–65 Remembrance Day, 148 Renewal, 6, 30, 32, 36–38, 93, 95, 100, 109, 112–116, 127, 161, 178, 210, 212, 213, 221, 224, 227, 238, 239, 243, 246, 249, 254, 256, 257, 259–264, 267 cultural change for, developing, 213–215 curriculum, for educational equity, 185–201 Reparation, 212 Resilience, 111, 119, 152, 153 Respect, 17, 19, 30, 32, 38, 67, 85, 96–98, 110, 113, 149, 187, 188, 210, 213, 221, 224, 238, 239, 243, 250, 251, 253, 256, 265–267, 279, 289 Romans, 10 Russia, 51 Sadler, Michael, 68 Sample invitation letter to interview to the researched, 299–300 School(s) Boards of Management, 142 leadership, 41–42 parents’ involvement in, 164–165 partnerships, school principal’s role in overcoming turbulence in, 137–155 personnel and MoE personnel, interactions between, 198–199 see also individual entries School Boards, 113 School Governance Systems, 19 School Inspection Handbook, The, 84 School principal’s turbulence in school partnerships, overcoming, 137–155 research methodology, 144–146 being a school leader, positive aspects of, 146–147 challenges and opportunities, 147–150 engagement with mentors and advocates, 150–152 young people, empowerment of, 152–153 Schools Community Relations Programme, 141 Schools Week, 90 Scientific knowledge, 67, 110, 115, 214, 250 Seamless Education System (SES), 186, 188 39 127 53, 54 interview for, leaders intersectionalities of discrimination, 250–257 navigation of turbulence, 257–260 roles of, 35 of knowledge to action, 239–240 Shared cross-cultural world views, 58, 66–68 international comparative analysis of, 68–69 multicultural dispositions 66–68 Shared education, 141, 261 Shared Education Act (Northern Ireland) 2016, 141 Shared leadership, 36, 166 Sharing Works – A Policy for Shared Education, 141 6, 20, 51, 62 Academy Trusts BAME CEOs, trade, 7 13 100 change, 152, approach, 66, 30, 40, 51, 54, 64, 83, 171, 176, 238, 245, 246, 256, 265, 6, 97, 100, 123, 128, 129, 178, 180, 212, 243, 244, 251, 257, 260, 16, 160 95, 244 51 Educational and 99 87 162, 161 of 85 navigation of turbulence, roles of, 35 in African American women for mobilisation into Chief Executive Superintendency, mentoring, 211–213, 222–224 change for equity and renewal, developing, 213–215 methodology, policy and rights, 208–210, 217–221 theory of knowledge to action, transformation through between the work, the true self and the students’ cultures, turbulence, navigation of, 35, 198 in Arab education system, 159–182 challenges to minority education, 161–163 culture-sensitive curricula development, 175–177 data analysis, 168 discourse of inclusion, promotion of, 165–167 gap reduction, responsibility for, 171–175 methodology and methods, 167–168 moving towards inclusion, 177–178 leaders, leadership of, 39 leadership, 36 approach, 196 of knowledge to action, 239–240 Amendment to the US Constitution, 14 of leadership development, House of DEYAS education personnel and MoE personnel, interactions between, 200 Committee, 88 in International and Study 17, 31, 118, 279 Trinidad and 4, 21, 50, 52, 70 colonialism in, 7, 14 cultural change, infrastructures for, curriculum renewal, for educational equity, 185–201 Empower Young Societal Innovators for Equity and Renewal, intersectionalities of discrimination, Ministry of Education, 186, senior educational leaders with professional credentials, clash of values between, Trinidad and Ethical Framework, 69 18, 19, 30, 32, 35, 58, 63, 67, 86, 91, 98, 111, 210, 213, 221, 224, 238, 242, 243, 250, 251, 256, 257, 266, 267, 279, 280, 287, 289 84 Turbulence Theory, 18, 21, 30, 50, 109, 178, 180, 207, 288 192 challenges to minority education, 161–163 metaphors, 168 192 See of Human 63, 65, 95, 130, Educational Scientific and Cultural Organisation 69, 191 The, 15 4, 9, 22, Black–White segregation, 13–14 17 14 cultural change, infrastructures for, Empower Young Societal Innovators for Equity and Renewal, 248 international of education, 68 intersectionalities of discrimination, senior educational leaders with professional credentials, clash of values between, 284 slave 13 in, African American women for mobilisation into Chief Executive Superintendency, mentoring, 211–213, 222–224 change for equity and renewal, developing, 213–215 methodology, policy and rights, 208–210, 217–221 theory of knowledge to action, transformation through between the work, the true self and the students’ cultures, turbulence, navigation of, University of ethical of 208 10 246 113 12 Act, 10, 246 65, 83, 93, 94, 96, 112, 115, 122, 123, 125, 129, 252, 281 of 22 World 69 World 57 40 Turbulence, Empowerment and Marginalisation Turbulence, Empowerment and Marginalised Review – Turbulence in Education Governance Systems and for Marginalised in International Educational Governance Systems International of Turbulence, Empowerment, and Marginalisation The Turbulence Black, Minority Chief Executive Officers of and MATs in Education the 5 The Turbulence Black, Minority Chief Executive Officers of and MATs in Education the 6 School to Turbulence in School Partnerships through Governance Systems for Equity, and Northern Ireland 7 in the Arab Education and Empowerment, through a State of Turbulence 8 Turbulence in Curriculum for Educational A of a Curriculum Review in Trinidad and 9 in the to Empower Societal Innovators for Equity and in the Community Turbulence, Empowerment and Knowledge to 10 Turbulence, Empowerment, and Marginalised A comparative analysis of International Education Governance Systems 11 Turbulence, Empowerment and Marginalised the Sample to to the 5 6

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