This book is one of the first contributions to an emerging education policy scholarship of leadership. It examines the ways in which concepts of educational leadership and management have evolved historically and culturally and it reviews contemporary debates about the nature of school leadership. The question of what school leadership could and should be is at the centre of political, ideological and educational debate in many societies. These debates involve cultural conservatives, New Right marketeers, democrats and community educators, feminists and critical theorists as well as school governors, headteachers and teachers, parents, community members and school students