Abstract
The development of educational policies that contribute to substantial social improvements is still a major hurdle in the majority of democratic societies. Educational institutions and, particularly, school leaders, as the cornerstone for the improvement of disadvantaged schools, should face the challenges of education in the twenty-first century combining a fair balance of quality and equity.
On the one hand, educational centers, as social institutions, must necessarily contribute to the social and community development of their immediate context by getting actively involved in lowering social differences and accepting the social commitment that behooves them. Schools need to transform themselves as institutions for promoting internal change, driving social transformation, and preparing students to participate more actively in increasingly diverse, complex, and dynamic communities. On the other hand, the role of educational leaders should be reconsidered, taking as a reference the complex realities of school and the community which should collectively be developed to contribute to social development. Educational managers and leaders must be agents of change, community leaders, and promoters of social development through educational development.
This chapter presents educational organizations as an instrument to promote educational and social development, community leadership, and ethics in organizations. The chapter describes an experience in educational and social development in the commune of Coyhaique (Chile). Its management is an example of cooperation and involvement in the region by several universities along with private and public institutions.
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Gairín, J., Rodríguez-Gómez, D. (2014). Leadership, Educational Development, and Social Development. In: Bogotch, I., Shields, C. (eds) International Handbook of Educational Leadership and Social (In)Justice. Springer International Handbooks of Education, vol 29. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6555-9_42
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