Building Capacity for Inclusive Leadership: The Case of a Lebanese Public School- Forthcoming

Using narrative inquiry, the study offers a broad analysis of two principals’ profiles, pathways, and motivations to become inclusive leaders in their attempt to build inclusive schools which foster equity and social justice. With inclusion being a collective process rather than a hierarchical one, it is conceived now as a transformational process that can cause tension for school leaders. This leadership for inclusive schools is framed now within change leadership where leaders, viewed as change agents, are expected to move members away from entrenched conventions to embrace new and unfamiliar practices and to engage in a school-wide reform. With the increasing awareness on the importance of inclusion as a response to the increasing diversity around the world and unfairness of opportunities in Lebanon due to wars, refugees and economic collapse, this study will offer an exploratory description of the leadership practices needed to shift the concept of inclusion from individual advocacy and initiative to a fundamental pillar in the organizational culture for sustainable school-based improvement.