Distributed Leadership: Theory and Practice Dimensions in Systems, Schools, and Communities

Abstract

Leadership, no matter the setting in which it is exercised, always involves three central concepts: purpose, context, and human agency. Consistent with this understanding, in this chapter we discuss the significance of contextual influences on leadership and the need to acquire a contextual literacy capacity as leaders engage with others in the pursuit of desired ends.

The importance of the capacity to understand the context in which leadership and learning take place has been raised and discussed in scholarly writing for over 50 years in education but with little empirical backing until recently. We therefore offer first, a brief discussion of the writing of some of the key scholars who have highlighted the need for greater attention to be given to learning contexts because of the ever-present influence they bring to leadership activity that makes a difference in people’s lives. This discussion serves as a warrant for the focus of the book on a diverse range of studies and projects from different school and social settings aimed at making a difference through leadership by, with, and through others. This view of leadership leads us to interrogate current understandings and practices of distributed leadership, responding to two salient questions: Why the turn to distributed leadership in schools and communities? And, how can the complexity of distributed leadership be understood as it occurs, not only in educational systems but more broadly in schools and communities, by principals, teachers, students, parents, carers, and community groups?