Educational leadership for social justice in Costa Rica, Mexico, and Spain

Abstract

Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

Escuelas para la justicia social: experiencias de liderazgo en dos centros educativos costarricenses

“…En un estudio publicado por Silva et al (2017), se retoman los aportes realizados por Cribb y Gewirtz (2003) y Priest, Woods y Roberts (2013), los cuales son congruentes con los resultados de los dos casos analizados en relación con la concepción que se tienen de justicia social, ya que ambos directores consideran que la educación de calidad es un derecho para todos, que se debe tener acceso a ella sin discriminación por cultura, etnia o credo. La educación debe brindar una oferta curricular que permita el desarrollo de las capacidades de las personas, para que puedan acceder a una mejor calidad de vida.…”

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“…These were similar to the benefits mentioned by Spillane et al (2004); and this may be an indication that the senior academic leaders within that academic unit may need more information about distributed leadership, as with such information they could easily buy into distributed leadership and use it as a tool to expand leadership capacity. Silva et al (2017) advanced social justice through "familiarity with the culture" (p. 329), and Szeto and Cheng (2018) underscored inclusion, addressing differences, and promoting equity in organisations, communities and cultures. Similarly, from the results of the study, as means of using distributed leadership for capacity building and social justice, participants suggested exposing staff to diverse leadership cultures and practices.…”

Critical Development of Courage Within Social Justice School Leaders: Silence, Tempered Radicals, and Revolutionaries

“…Social justice school leaders in Costa Rica, Mexico, and Spain advocated for equitable opportunity and distribution of resources. They faced opposition from authorities which took a toll on them personally and professionally (Silva et al, 2017). Szeto (2014) explored how the seeds of social justice were planted in a principal in Hong Kong while he was teaching in an underserved school.…”

“…Principles of equity and access in schools and communities are at the core of social justice school leadership (Berkovich, 2014;Furman, 2012;Ryan, 2016;Shields, 2010;Silva et al, 2017). However, the work that school leaders must do to ensure equity and access for all students is complex.…”

“…It is important for social justice leaders and candidates to understand and develop the multiple skills required to engage in social justice advocacy (Silva et al, 2017) and to develop the courage necessary to do so. When armed with the courage and knowledge of a variety of approaches to create socially just outcomes, a leaders' moral compass will help them decide which course to take.…”