چکیده (انگلیسی):

In 1968, Freire included in his work the need of dialogue for those acting as leaders.
Since then, leadership has been widely addressed by authors around the world and
different conceptual frameworks have been developed. Different social and
educational movements have granted dialogue a significant role for leading change.
Educational research has advanced knowledge on using a dialogic approach for
mobilising schools and communities. Building on the research conducted under the
INCLUD-ED project, schools and communities together engaged in participation
processes that enabled teachers, children, families and community members to lead
the transformation of their schools. Based on a first attempt to theorise this
phenomenon, this article explores the concept of dialogic leadership and accounts for
the contributions from educational and teacher leadership oriented to promote change
and improvement. First, a general overview of the relevance of dialogue in the
dialogic turn of societies and social sciences will be provided. Second, the role of
dialogue in different leadership models will be analysed especially considering the
relevance granted to dialogue in the teacher leadership model. Third, a
conceptualisation of the model of dialogic leadership will be proposed and final
remarks highlighting the relevance of conducting empirical work to further elaborate
on this conceptualisation will be put forward.