This book examines the evolution of schooling from bureaucracy and hierarchy to post-industrial
schools and places teachers' leadership on center stage at the same time. That is it asks
teachers to deepen leadership in their classrooms and with other teachers. The book carries
education and schooling from formal control to a social influence process and addresses the
deeply rooted difficulty of focusing too much energy on content. It reveals the strong power of
internal and external context and helps educators implant the idea of the school not as a fixed
immutable home but as a relatively deep social process. It shows how co-leadership comes alive
in schools.Communities of schooling is one of the three most critical developments in education
in the last 140 years. When it is linked with the two other fundamental reorientations in
schooling - dispersed ownership and constructivist work - it becomes the most powerful force in
education since the 1700s. This book shows how communities of schooling replace the earlier
pillars of learning as telling hierarchy of control and non-democratic influence. The work
also explains the meaning and understanding of school work as a social influence process where
all school-based educators exert power but at different levels. The idea of enhancing
individual and collective capacity through interdependency shared work and collective
responsibility is unpacked.
