Introduction – Advancing Leadership for Social Justice in a Globalized World

Diem, Sarah; Boske, Christa

doi:10.1108/s1479-3660(2012)0000014004

Cited by 11 publications

(11 citation statements)

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“…In fact, SJ is embedded in the historical and cultural contexts which both principals bring with them, live and work, which means that leadership for SJ is influenced, to a large extent, by their own conceptions of 'ideal' society, the 'right' school leaver or the 'equal' state (Diem and Boske, 2012). Put differently, SJ leaders are not only those who are committed to SJ in terms of social equality and equity, as indicated by many scholars (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…To this end, SJ leaders must 'develop a heightened and critical awareness of oppression, exclusion, and marginalization' (Brooks and Miles, 2006: 5); that is, they need to recognize and analyse how institutional power arrangements and practices favour some groups over the others (Diem and Boske, 2012). Although research has shown that educational leadership can positively influence SJ, social and organizational barriers often perpetuate inequity and inequality within schools (Garratt and Forrester, 2012).…”

Section: Social Justice and Educational Leadershipmentioning

confidence: 99%

“…Thus, educational leadership that wishes to promote an egalitarian, just agenda should develop critical awareness regarding suppression, exclusion and social marginality (Brooks and Miles, 2006: 5). For example, Diem and Boske (2012) clarify that SJ leaders should be aware of the power arrangement in an organization and practices intended to maintain social status, appropriate positions and establish conservative organizational procedures. This sensitive and skilled operation can help to create long-term mutually influential changes at different social levels (Berkovich, 2014).…”

Section: Social Justice and Educational Leadershipmentioning

confidence: 99%

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Making sense of social justice in education

Arar

Oplatka

2016

Management in Education

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The research aimed to understand the way in which high school principals’ perceptions of social justice (SJ) are implemented in their daily educational work. A qualitative study employed in-depth semi-structured interviews to collect the narratives of two high school principals in Israel – one Arab-Muslim and one Jewish. The interview transcripts underwent comparative holistic analysis to identify their perceptions and daily practice of SJ in their schools. Findings indicated that the principals’ perceptions of SJ were coloured by their national and cultural context, yet they needed strong conviction to integrate these perceptions in their schools, and their efforts to do so were often beset by resistance.

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Section: Discussionmentioning

confidence: 99%

Section: Social Justice and Educational Leadershipmentioning

confidence: 99%

Section: Social Justice and Educational Leadershipmentioning

confidence: 99%

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Making sense of social justice in education

Arar

Oplatka

2016

Management in Education

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“…Brooks and Miles (2006) indicated that in order to face the challenge of dealing with social inequity, school leaders should ensure that schools embody the principles of justice, containment, caring and empathy. Therefore, school leaders are expected to develop critical awareness of forms of oppression, exclusion and marginality (Brooks and Miles, 2006), and to understand how non-representative resource and power distribution in the educational organization can lead to the favoring of one group over another (Diem and Boske, 2012).…”

Section: Introductionmentioning

confidence: 99%

Arab women’s educational leadership and the implementation of social justice in schools

Arar

2017

JEA

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Purpose The purpose of this paper is to focus on gender and social justice (SJ) among pioneer female principals and superintendents in the Arab education system in Israel. The research questions were: what motivated these women to act for SJ? Are there common personal characteristics and educational values which characterize these women? What actions have they taken to apply SJ through their work? Design/methodology/approach Four superintendents and two principals participated in in-depth interviews, describing their careers in education and their contributions. Findings The findings indicate that these women were highly motivated often by their backgrounds to right social wrongs upholding values of equality and justice and empowering others to succeed. They employed leadership skills that initiate a strong desire to succeed and challenged inegalitarian rules and norms. They brought their unique feminine strengths and experience to promote social goals far beyond requirements of their official job descriptions. Hopefully their views and actions can guide the Arab education system to pedagogy that rectifies social injustice includes students and empowers teachers. Originality/value It is concluded that through their jobs these women leaders were able to initiate a policy of change and promote a new educational agenda.

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“…There is an ongoing debate among educators and scholars (Angelis, et al, 2007;Black & Valenzuela, 2004;Diem & Boske, 2012;Haney, 2004;Ryan, 2012) about whether external, outcome-driven accountability policies enhance or hinder the promotion of social justice among students with diverse backgrounds. Some scholars contend that accountability curtails educational opportunities, and reinforces and extends social inequalities (Black & Valenzuela, 2004;Haney, 2004;McNeil & Valenzuela, 2001).…”

mentioning

confidence: 99%

The Ontario Quandary: Principals’ Perceptions of Accountability Policy and Social Justice

Wang

2017

Journal of School Leadership

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This qualitative study examines how accountability policies impact school principals’ social justice commitment. The study involved semi-structured interviews with twenty-two Ontario principals. Findings show that principals responded to the accountability policies with strikingly mixed emotions. Some grudgingly accepted the mandates and reluctantly sought to accommodate directives in their agenda. Some critiqued the reforms by highlighting the inequities and drawbacks in the performance-based tests. Others showed significant resistance to the reform and strategically used their power to navigate toward what they felt was best for their students. Such mixed sentiments among principals revealed a deeper struggle among them in navigating the system.

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Introduction – Advancing Leadership for Social Justice in a Globalized World

Cited by 11 publications

References 1 publication

Making sense of social justice in education

Making sense of social justice in education

Arab women’s educational leadership and the implementation of social justice in schools

The Ontario Quandary: Principals’ Perceptions of Accountability Policy and Social Justice

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