Social justice and leadership development

Forde, Christine; Torrance, Deirdre

doi:10.1080/19415257.2015.1131733

Cited by 14 publications

(16 citation statements)

References 29 publications

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“…Building on this, Forde and Torrance (2017) propose a curriculum framework for the development of social justice leadership in careerlong professional learning to foster professional values grounded in social justice and fairness in education. Developing the key concepts, drawing from research related to social justice in education and exploring the practice of social justice leadership are important components in leadership development.…”

Section: Discussionmentioning

confidence: 99%

Social Justice Leaders: Critical Moments in Headteachers’/Principals’ Development

Forde

Torrance

2017

REAL

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Being a social justice leader makes significant demands on the individual headteacher/principal particularly where there may be conflict, competing demands and significant resistance both within the school and the wider community. There is a question then about what motivates some headteachers to commit to pursuing social justice and equity in their role and what part their own experiences play in their stance around social justice leadership. This article draws from the case studies conducted in Scotland as part of the Social Justice Leadership research strand of the International School Leadership Development Network (ISLDN). In the ISLDN framework the headteacher is characterized at the micro level. The leadership stories illustrate that this micro level is complex and includes not only the practices of these leaders but their stance, personal and professional experiences and continuing professional learning.

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Section: Discussionmentioning

confidence: 99%

Social Justice Leaders: Critical Moments in Headteachers’/Principals’ Development

Forde

Torrance

2017

REAL

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“…Given the importance education has in enabling participatory parity and aiding the development of a more socially just society (Forde & Torrance, 2017;Gümüş et al, 2021;Papa, 2020;Shaked, 2019), it is important that the system is effective and fosters cohesion between schools, departments and governments (Miller et al, 2019). In the current time of COVID-19, when educational disadvantages are exacerbated (Gümüş et al, 2021;Sonnemann & Goss, 2020), it is timely to evaluate educational leadership at the system level in terms of its ability to positively affect social justice issues.…”

Section: Education For Social Justice At the Systems Levelmentioning

confidence: 99%

System leadership in Australian and Swedish education: What’s social justice got to do with it?

Fittock¹,

Cunningham

Striepe

2021

ACCESS: Contemporary Issues in Education

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Since the start of the 21st century, education in Australia and Sweden have seen system level reform efforts change and shape both nations’ schools. In an endeavour to improve the educational outcomes of students, both countries have enacted neoliberal policies that aimed to decentralise education and provide increased autonomy for school leaders. The real-world consequences of these policies have restricted school leader autonomy and academic performance has declined while the gap between advantaged and disadvantaged students has continually grown. When excellence trumps equity as the primary driver of education at the system level, it creates a disadvantage cycle which sees the development of societal status hierarchies and unjust participatory parity for particular social groups. In the current time of COVID-19, when these disadvantages are exacerbated, it is timely to evaluate educational leadership at the system level in terms of its ability to positively affect social justice issues. Social justice leadership at a system level holds the potential to unite schools in competition and empower them to help overcome the unjust reality faced by disadvantaged students. So, the focus of this piece is to provide commentary on whether system leadership can enhance education’s potential in realising a more socially just society.

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“…The struggle for conscientisation and catalytic validity reaches back to the opening paragraph of the article about the means and qualities individuals require through and in their education to live a good life as being both a process and a goal. Discrimination, marginalization and segregation are serious global problems in schools today however, and there is therefore a serious need to assist policy makers and educational leaders in creating more equitable educational systems and experiences for all pupils (Forde and Torrance 2017;McMahon and Forde 2019;Verger et al, 2016). There is, in other words, a serious practical and ethical need for educational leadership and/for professional development for social justice and though this may happen rarely, hopefully our research will help to contribute to some basic guidelines as to how it could be encouraged.…”

Section: Research As Dialogue Around the Development And Communicatio...mentioning

confidence: 99%

“…Identifying and developing models of professional learning for social justice leadership and professional development could therefore be of value. But if learning, leadership and development for and toward social justice in and through education systems and the schools in them is an aim (Forde and Torrance 2017), sensitivity toward social contexts and their particular material conditions and cultural history is also important (Bolívar 2011;Hamilton et al 2018;Jones 2010).…”

Section: Introductionmentioning

confidence: 99%

Promoting professional growth to build a socially just school through participation in ethnographic research

Arrazola

Beach

2020

Professional Development in Education

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She is head of the research group in Education and Diversity. Her research interests and publications are in the field of educational ethnography, inclusive education, parental involvement, teacher education and rural schooling. Dennis Beach https://orcid.org/0000-0001-5970-5556 is Professor in the University of Borås, Sweden and in the Department of Education and Special Education, University of Gothenburg. Sweden. is Professor of Education. His main specialisations are in the ethnography and sociology of education and teacher education. He has published extensively in these fields and in the politics of education and higher education. Promoting professional growth to build a socially just school through participation in ethnographic researchWe have used the concept of ethnography as explanatory critique in earlier research in three projects in Spain relating to teacher professional development and leadership for socially just schools. This research involved participant observations, interviews, informal conversations, document analysis and virtual ethnography. However, we have also conducted a metaethnographic analysis on research products from the projects. Our intention was to try to identify any potentially common themes and ideas concerning how interaction between researchers and participants may have influenced the research and the contexts they were part of as a means to generate useful knowledge for leadership and professional development for educational change and social justice. We describe and analyse these themes in the present article and conclude by highlighting key aspects and possible implications.

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Social justice and leadership development

Cited by 14 publications

References 29 publications

Social Justice Leaders: Critical Moments in Headteachers’/Principals’ Development

Social Justice Leaders: Critical Moments in Headteachers’/Principals’ Development

System leadership in Australian and Swedish education: What’s social justice got to do with it?

Promoting professional growth to build a socially just school through participation in ethnographic research

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