Toward a Theory of Integrative Leadership in Public Education: An Illustrative Case Study

This paper uses a qualitative case study method, describing the process Bloomington Public Schools District utilized in its attempt to desegregate the elementary schools within its district, in order to explore the intersection of education reform, democratic theory, integrative leadership theory, and inclusive management theory at a deep level as well as to provide practitioners with clues on how to realistically apply the theory to everyday practice. Moreover, through these integrative leadership and inclusive management techniques, this paper illustrates how social trust can be built in a way that fosters a more resilient and civically-minded community. This can be used to push back on the forces of individualism, neoliberalism, and “tyranny of the majority” that tend to undermine democracy and perpetuate inequality in the public education system. While this paper suggests a more collective or communitarian view of society is necessary to narrow the opportunity gap in education, the intent is not to reject individual and neoliberal values, but to create a more balanced approach to education reform than the status quo.