Turbulence, Empowerment, and Marginalised Groups: A comparative analysis of five International Education Governance Systems

Abstract

This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.

Citation

Taysum, A. and Arar, K. (2018), "Turbulence, Empowerment, and Marginalised Groups: A comparative analysis of five International Education Governance Systems", Taysum, A. and Arar, K. (Ed.) Turbulence, Empowerment and Marginalisation in International Education Governance Systems (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 237-274. https://doi.org/10.1108/978-1-78754-675-220181012