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Guest editorial

Guest editorial Systems thinking for excellence and equity: introduction to the special issue Present day schools are expected to demonstrate both excellence and equity. In the present era of measurement in education, the staff in each school is held directly accountable for ameliorating its students’ academic progress and outcomes. Educational policies worldwide require school systems to prove a continuous rise in student achievement levels, particularly in a small number of curricular domains deemed crucial for 21st century success, such as language, science and mathematics. At the same time, school systems are required to enable all students to succeed, regardless of ethnicity, class, gender, physical ability or disability, sexual orientation and other potentially marginalizing characteristics. Social justice concepts should be realized in schools so that they provide equal opportunities for all students and treat them equally, without discrimination or favoritism of any kind. Yet, these widely voiced expectations have only been partially realized in schools. Despite the substantial contributions of researchers, policymakers and educators to aggressive campaign efforts which aimed to turn schools into arenas of scholastic success and social justice, the daily reality in schools has not changed sufficiently in the past decades. Considering this gap between widespread implementation of evidence-based, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Guest editorial

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References (6)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0957-8234
DOI
10.1108/jea-02-2021-248
Publisher site
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Abstract

Systems thinking for excellence and equity: introduction to the special issue Present day schools are expected to demonstrate both excellence and equity. In the present era of measurement in education, the staff in each school is held directly accountable for ameliorating its students’ academic progress and outcomes. Educational policies worldwide require school systems to prove a continuous rise in student achievement levels, particularly in a small number of curricular domains deemed crucial for 21st century success, such as language, science and mathematics. At the same time, school systems are required to enable all students to succeed, regardless of ethnicity, class, gender, physical ability or disability, sexual orientation and other potentially marginalizing characteristics. Social justice concepts should be realized in schools so that they provide equal opportunities for all students and treat them equally, without discrimination or favoritism of any kind. Yet, these widely voiced expectations have only been partially realized in schools. Despite the substantial contributions of researchers, policymakers and educators to aggressive campaign efforts which aimed to turn schools into arenas of scholastic success and social justice, the daily reality in schools has not changed sufficiently in the past decades. Considering this gap between widespread implementation of evidence-based,

Journal

Journal of Educational Administration – Emerald Publishing

Published: Feb 4, 2021

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