This article examines the evolution of education which informs school leadership. Using the punctuated equilibrium model of organizational change, we describe how education has evolved under the weight of shifting understandings in the economic and sociopolitical foundations of society. We track the corresponding cardinal shifts in schooling that these new perspectives have produced (and are producing). We argue that the leadership required for post-industrial schools is anchored on these hallmark changes currently unfolding in schooling.
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