This paper develops a 'conceptual map' by which to chart contemporary developments in policy on school diversity. In part this has been prompted by the prospect in England of (private) Steiner schools becoming more closely involved in mainstream state-funded education. Whilst generated principally by policy developments within the UK, the conceptual thinking may also have wider applicability. We conceptualise diversity in the context of a differentiating public domain and a concern with existential questions which, arguably, persists in educational policy even (...) where narrow 'performative' criteria are dominant. Four diversity models are outlined and a policy path over time suggested in relation to these. We suggest that this may be leading towards diversity policy which affords greater recognition to different conceptions of valued learning and encourages co-operative exploration of these, though it is acknowledged that there remain strong contrary pressures. (shrink)

This paper is underpinned by an epistemological question: What are the types and ways of knowing that can be entailed in reflective leadership in its fullest sense? The question is explored through a mapping exercise which outlines a geography of reflective leadership in terms of three variables: type of knowledge, problem focus, and mode of learning (incorporating the notion of embodied learning). Particular attention is given to recognising within the terrain of reflective leadership the epistemic credentials of spiritual learning and (...) experiential awareness of spirituality. This paper was given the award of best paper at the Philosophy of Management Conference, University of Oxford, 11th–14th July 2008. (shrink)