A comparative multi-case study investigating leadership for inclusion and social justice through collaborative professionalism in two primary mainstream schools in Greece and England.

The literature in the field of education advocates that the heart of inclusive education is collaboration. This qualitative comparative multi case study investigated the role of school leadership in promoting inclusive education and social justice in Greece and England through the lens of Collaborative Professionalism (CP). It focused on whether CP was enacted, by whom and its relation to inclusion and social justice. It attempted to share information about both countries with a view to positively influencing one another. One of the aims was to help construct a map which would include important information about inclusive education in two countries as part of a bigger worldwide map. Emerging findings suggest that rejecting authoritarian approaches that leave little or no space for teacher initiative play a crucial role in promoting an inclusive ethos. Additionally, including school community members and students in the inclusive education process while building collaboration across schools and systems could lead to more inclusive practices and a more just society. The decentralised educational system, contrary to a centralised one, offered more opportunities to school leaders to initiate the creation of inclusive cultures and promote social justice. A key finding of communication played a significant role on this and as such will be the focus of this paper