A case of educational reform from the ground up: Involving ethnic minority parents in the life of the school in South East Europe
This article explores the challenge of education reform and presents an alternative to dominant approaches. In doing so, it draws on the work of three projects: first, the ‘Advancing Education Quality and Inclusion’ initiative; second, the APREME (Advancing the Participation and Representation of Ethnic Minorities in Education) project which followed it; and third, the International Teacher Leadership project with which these two projects had strong links. The article discusses the large-scale survey of parents and school principals across 10 countries in South East Europe and the follow-up case studies in five of these countries. The focus then shifts to the practical intervention which was based on the idea of non-positional teacher leadership. Reports of all three projects are analysed to support a particular view of education reform led by teachers’ own development initiatives.