Chapter 7: Transformative Spiritual School Leadership for Inclusive Education

Analyzing education for sustainable development in Finland, Hofman (2015) points out that such education is often understood only as environmental education removed from its larger systemic implications. In her essay, she argues how we need to think beyond such narrow silos and take a more ecological approach in engaging with the concept of education for sustainable development to enact pedagogies that would develop “critical thinking, deliberation and action competence” in children. This chapter will analyze the role of spiritual school leadership in developing such an ecologically focused pedagogy for inclusive education and sustainable development within the postcolonial Indian context of deep inequality.