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Pedagogical leadership is increasingly emphasised in education policies and leadership standards. Yet conceptualisations of pedagogy and pedagogical leadership vary from a focus on compliance that operationalises the role of formal school leaders, through to notions of pedagogical leadership as a praxis-oriented practice. This paper focuses on pedagogical leading practices in school settings in Sweden and Australia. Utilising the theory of practice architectures, it explores how historical notions of pedagogical leadership have changed over time in the two countries. Findings show that there are different depths of pedagogical understanding and differences between understandings of individual and collective pedagogy in policy, school leadership and practice. Both cases raise questions about the state of educational leadership and pedagogical leadership globally and the decentring of pedagogy from students, the ultimate purpose of pedagogical practice. Properly understanding pedagogy is one way of decentring the popular role title 'pedagogical leader'. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editor discusses various articles within the issue on topics including experiences of Israeli high school principals in a time of national curriculum reform; Irish education policy and data and experiences relating to school choice.

Despite the intensely competitive international higher education sector, universities can still play a role in providing public good through building social solidarity and mobility in volatile and increasingly divided societies. This paper draws on a longitudinal narrative enquiry that follows 22 students from asylum-seeking backgrounds in Australian universities—a distinct group within the category of forced migration whose university experiences have rarely been studied. It explores the students' visceral realities and tensions as they attempt to navigate government and institutional policies and practices which fail to recognise the unique category and needs of this distinct group. The paper develops a conceptual frame comprising a critical theory of recognition (Axel Honneth) and the feminist developments of recognition (Nancy Fraser). It explores how competing discourses are being played out in Australian universities about the educational needs of students from asylum-seeking backgrounds. Finally, it critically reflects on the role of universities' policies and practices in enabling and/or constraining public good through recognising the unique needs of students of asylum-seeking backgrounds. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editor discusses various articles within the issue on topics including New York State education policy constructs the role of the school principal; implementation of gifted programmes in the U.S. and 1988 Education Reform Act.