Narrative Dialogue and Teacher Leadership for Social Justice: Re-Storying to Understand

Insana, Lindsayanne; Johnson-Mardones, Daniel F.; Welsh, Hilarie; Johnston-Parsons, Marilyn

doi:10.1007/978-94-007-6555-9_25

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…Within the field of educational administration, leadership and management interest in 'issues of marginalization' is relatively recent (Ryan, 2010: 358-9), with research mostly focused on the role of the school administrator and on principal preparation programmes (Insana, Mardones, Welsh and Johnston-Parsons, 2014). Mullen (2008) considers democracy and accountability, power and authority, equity and opportunity as critical issues of social justice that are central to educational leadership.…”

Section: How Does Social Justice Relate To Educational Leadership and Management?mentioning

confidence: 99%

A Social Justice Perspective on Women in Educational Leadership

Torrance

Fuller

McNae

et al. 2016

Cultures of Educational Leadership

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Social justice is fundamental to feminism. Feminist theorists place women's experiences of gender inequalities at the centre of their theorizations about leadership.Feminist critiques of leadership are set in a wider social context. In this chapter, the perspectives of women educational leaders are explored within the wider 'social justice leadership' perspective. Internationally, social justice leadership represents a major theme within policy, research and literature with a resurgence of interest into the experiences and perceptions of women in educational leadership. This chapter critically appraises women's perspectives on educational leadership, by drawing on the experiences of four women headteachers/principals in each of four international contexts, sixteen women in total. Case studies, conducted in Scotland, England, Jamaica and New Zealand, provide contrasting, cross-national contexts to compare the influences, possibilities and challenges that women school leaders experience.Each of the country researcher teams was guided by the same interview questions, adopting a common methodological approach for conducting in-depth interviews and the analysis of findings.

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Section: How Does Social Justice Relate To Educational Leadership and Management?mentioning

confidence: 99%

A Social Justice Perspective on Women in Educational Leadership

Torrance

Fuller

McNae

et al. 2016

Cultures of Educational Leadership

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show abstract

“…In Scotland, the bias is towards experiential learning, the processes of mentoring and coaching being favoured (Forde et al 2013, Torrance 2011 and the place of knowledge building remaining problematic (Forde 2011). Insana et al (2014 argue that generally, scholarship connecting leadership and social justice is both fairly recent.…”

Section: Scottish Educationmentioning

confidence: 99%

Social justice and leadership development

Forde

Torrance

2016

Professional Development in Education

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The revised professional standards for the teaching profession in Scotland are underpinned by a set of values which includes a detailed articulation of social justice for education covering rights, diversity and sustainability. There is a future orientation in these standards that privileges the contribution of teachers and leaders to realising a wider social aspiration for social justice. This expectation on leaders to contribute to this wider aspiration for social justice raises questions about the practice of leaders and their development. This article considers the implications of the articulation of social justice in the professional standards for career long leadership development.

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“…This is, in microcosm, the power of narrative. It is a tool that is not only central to shaping personal and communal identities but one that can also be harnessed for social change and social justice as a proliferating number of recent initiatives have shown [1][2][3]. Narrative is fundamentally relational.…”

Section: Introductionmentioning

confidence: 99%

The Power of Narrative: A Practical Guide to Creating Decolonial, Community-Based Projects

Shell-Weiss¹

2019

The Essence of Academic Performance [Working Title]

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Focusing on the potential for narrative-driven, community-based projects to foster intergenerational connections and mobilize communities on behalf of social justice, this chapter aims to serve as a guide for practitioners. The guidance offered here was developed over two decades of work on oral history and narrative-based projects in a range of national and community contexts that include South Africa and the Americas. Beginning with a short overview of core concepts in narrative and decolonial theory and method, readers are taken through a series of seven questions designed to help them establish a practical, ethical framework for designing, launching, and maintaining narrative based projects of their own. The chapter concludes with a reflection on self-care for practitioners, a too often neglected component of academic or professional fieldwork.

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Narrative Dialogue and Teacher Leadership for Social Justice: Re-Storying to Understand

Cited by 4 publications

References 22 publications

A Social Justice Perspective on Women in Educational Leadership

A Social Justice Perspective on Women in Educational Leadership

Social justice and leadership development

The Power of Narrative: A Practical Guide to Creating Decolonial, Community-Based Projects

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