Learning to Lead: A Social Justice Perspective on Understanding Elementary Teacher Leadership in Papua New Guinea

Abstract

Leadership in elementary education is currently recognized

Examining the Rhetoric: A Comparison of How Sustainability and Young Children's Participation and Agency are Framed in Australian and Swedish Early Childhood Education Curricula

“…Affirmative remedies Constructions of action without disturbing underlying injustice Transformative remedies Deconstructing underlying frameworks of injustice Table I. An overview of Fraser's (2003Fraser's ( , 2009 concepts, translated to meet early childhood education (an interpretation inspired by Brownlee et al, 2012).…”

“…Fraser's (2009) framework, in particular, provided us with a theoretical lens for considering the construction of children as equal human beings with possibilities to have their say and to have the right to take part in society as citizens. Fraser's (2003Fraser's ( , 2009 concepts, translated to meet early childhood education (an interpretation inspired by Brownlee et al, 2012).…”

Understanding Social Justice Through Practitioners’ Language

“…Furthermore, both LS and CP point to their roles and motivation in equity-based outreach work, and how their efforts are centered around interaction and connection with the community. In this way they are emphasizing the significance of representation, as Brownlee et al (2012) put it, acknowledging trust and cultural relevance to be important parts of this work. LS in particular highlight the importance of incorporating voices from the different communities, touching on Brownlee et al's (2012) use of the term "representation," to ensure recognition when nurturing equity for disadvantaged groups.…”

“…ALA's Office for Diversity, Literacy, and Outreach Services (ODLOS) defines equity as the converse of this perspective of sameness, acknowledging there is a difference between individuals and groups, and placing an emphasis on taking individual differences into account so that a fair process and outcome are ensured (2020). Equity is often tied to a "redistribution" or "just distribution" of resources (Brownlee et al, 2012;Mathiesen, 2015), with Mathiesen (2015) noting that this "just distribution" is a model in which "every person has sufficient access to exercise [their] basic capabilities" and that access and capability are affected by complex and interrelated factors (p. 200). Brownlee et al (2012), building off previous work by Fraser (2009), proposes that, in addition to redistribution, representation and recognition also play a key part in developing equity.…”

“…Equity is often tied to a "redistribution" or "just distribution" of resources (Brownlee et al, 2012;Mathiesen, 2015), with Mathiesen (2015) noting that this "just distribution" is a model in which "every person has sufficient access to exercise [their] basic capabilities" and that access and capability are affected by complex and interrelated factors (p. 200). Brownlee et al (2012), building off previous work by Fraser (2009), proposes that, in addition to redistribution, representation and recognition also play a key part in developing equity. "Representation" focuses on giving disadvantaged groups an active voice in institutions or agencies from which they may have previously been excluded, while "recognition" relates to a "cultural justice" that acknowledges historical marginalization of certain groups (Brownlee et al, 2012, p. 21).…”