School leadership as a topic of inquiry is important to researchers, practitioners and policy-makers. According to a recent report, OECD governments share concerns about role intensification; insufficient preparation and training; future recruitment and unattractive working conditions (Pont et al., 2008). This paper focuses on school leaders in highly disadvantaged urban contexts. Cities across the globe attract large and diverse populations and witness societal struggles about the distribution of resources. At their extremes, they are places of contrast between those who: § Are living in opulence and those struggling with poverty; § Have access to employment and rich cultural experiences and those who do not; § Have a sense of belonging, and those who live on the margins of society. These extremes raise issues about how societies educate the children of the most deprived in close proximity to the most advantaged, and about how leaders of schools in the most challenged communities exercise their leadership. The paper is shaped by a range of theoretical and empirical issues, including social capital and community cohesion (Riley & Seashore 2004). Social capital has only recently been introduced into public policy discourse and implies a focus on social networks or relationships (Bourdieu, 1986; Coleman, 1988; Putman, 1993 & 2000). Interest in social capital is increasing, partly in response to global shifts that bring rapid increases in immigrant populations to areas that were previously homogeneous To explore these complex issues, the paper draws on field work from schools in three European capital cities - London, Paris and Dublin - to explore: • How school leaders conceptualise the notion of community; • The strategies they deploy in response to the needs of communities.  

The paper draws on findings from a qualitative research and development project Leadership on the Front-line which has worked with 80 school principals in challenging urban contexts in England, Wales, Ireland and France (Riley, 2007). Data sources include in depth interviews with headteachers and school principals, pupil interviews, drawings and photography.

The paper will contribute to the knowledge base on school leadership in highly disadvantaged communities (in terms of theory, research methodology, policy and practice) and make a tangible contribution to EERA’s Conference goals. 6. Intent of Publication In the context of population movements, particularly refugee and migrant communities, a central purpose of this paper is to build connections with researchers across Europe, and to increase understanding about schools and school leadership in highly disadvantaged communities.