Organization and leadership in urban schools
In Canada, urban ‘inner-city’ schools serve predominantly immigrant, aboriginal, and other minority communities. The majority of teachers and school administrators, however, are middle class majority culture educators who come from outside the inner city area. In this article I draw upon the Canadian experience to argue that the argument that the structure and delivery of inner-city education involves issues of school organization and leadership that are substantively different from those encountered in the suburban milieu with which these educators are more personally familiar.
Education, Organization and leadership