Images of Norwegian Educational Leadership – Historical and Current Distinctions

This chapter aims to situate cultural and moral dimensions of Norwegian educational leadership within the broader social and political environment and in relation to political-ideological transformations that have taken place during the last 70 years. The analysis draws on historical and contemporary research on education policy and leadership. I start by drawing attention to some aspects of the ideology and history of Norwegian education to demonstrate the historical, political and cultural embeddedness of the education system. Purposes, curricula and moral foundation will be highlighted, and this analysis will be followed by a presentation of key principles for organising and leading schools today. I will use findings from three comparative research studies among school leaders to illustrate and discuss changes in conceptualizing educational leadership over time, and why. These findings indicate which conditions there are in Norway for adoption of theories of school leadership and governance that have been circulating internationally in research network. Finally, I will discuss how the cultural dimensions and key principles for organising and leading schools intersect with current globalised policy trends, and where there is likely to be tensions between these global trends and the political, cultural and historical imperatives of educational leadership and schooling