This article presents Critical Inclusive Praxis, a conceptual framework designed to support the development of inclusive, democratic, and socially just school cultures. It emphasizes the essential role of principals in transforming schools through reflective and dialogical action that addresses equity and diversity. In today’s complex educational landscape, the framework calls for intentional, justice-driven leadership. Grounded in critical pedagogy and inclusive education theory, this conceptual paper draws on a broad review of literature on school culture, change, leadership, inclusion, and challenges within the school community to develop a five-element model for inclusive school leadership. Each element captures a distinct aspect of leadership while collectively promoting equity-focused, socially conscious, and action-oriented practices. The Critical Inclusive Praxis framework illustrates how principals who engage in ongoing critical reflection and collaboration can better meet the diverse needs of their communities. It offers both a theoretical foundation and practical guidance for school leaders committed to fostering inclusive environments through shared leadership, culturally responsive strategies, and transformative engagement with staff, students, and families.
Osiname et al. (Mon,) studied this question.
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