Systems of Education Governance and Cultures of Justice in Ireland, Scotland and Pakistan

King, Fiona; Forde, Christine; Razzaq, Jamila; Torrance, Deirdre

doi:10.1007/978-3-030-10874-8_4

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…Cora found some staff became less tolerant of increasing pupil behavioural issues as they focussed on standards, and tensions were palpable as she mediated for pupils while trying to support staff. While an increased emphasis on standards reflected the educational priorities for enhancing the knowledge economy (DES, 2011) there appeared to be a lack of understanding at multiple levels for how this contributed to or further reinforced educational inequity (King et al, 2019). Cora acknowledges this stage of principalship was almost overwhelming, but she did have support of some other staff members.…”

Section: Challenges Of Changing School Culturementioning

confidence: 99%

“…With due regard to the influence of globalisation, it is also the case that national governments have considerable power to develop policies to reflect their educational priorities for individuals and the state. For this reason, it is necessary to understand how different national socio-cultural and political traditions contribute to or reinforce educational inequity (King et al, 2019) to understand the challenges that social justice leaders face within a given country. Lessons may be learned from one country to influence policy and practices in other countries.…”

Section: Introductionmentioning

confidence: 99%

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The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

King¹,

Travers²,

McGowan³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This article contributes to the evidence base on the significance of context in enacting social justice leadership. It draws on data from the International School Leadership Development Network of 20+ countries who adopted a common qualitative approach involving interviews with principals identified as being social justice leaders. The article focuses on four case studies of Irish principals in varying primary elementary school contexts. Findings reveal local contextual features significantly impacted principals' perceptions, actions, and self-efficacy as social justice leaders. While the actions and motivation of the principals is similar, two of the principals, working in school contexts where the values and norms are not consonant with broader society, appear to lack confidence in their practice of social justice leadership. This article extends the existing evidence base by arguing for enhanced critical consciousness of all stakeholders related to the personal, institutional and community contexts in schools. It recommends a more flexible and iterative process of policy development to facilitate a more nuanced understanding of the cultural and ideological struggles in schools. Finally, it calls for governments and policy makers to take responsibility for and support disadvantaged communities as education alone cannot solve the issue of inequity.</p>

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Section: Challenges Of Changing School Culturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

King¹,

Travers²,

McGowan³

2021

EUROPEAN J ED RES

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, this type of leadership structure may lead to a lack of teacher engagement and participation, resulting in a less inclusive and less innovative school environment (Ansari and Asad, 2023). Hence, these school leaders create a plan, decide on its execution and instruct the team to follow suit (King et al ., 2019). This approach can limit the involvement and confidence of teachers, leading to a lack of professional development opportunities (Rizvi, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, the other type of school leaders with a more participatory and collaborative leadership style encourage teachers to participate in decision-making processes. This also allows teachers to enhance their capabilities and commitment to their profession, create a conducive school environment and build professional learning communities within schools (King et al ., 2019). In such schools, there is a strong emphasis on building trust and relationships between leadership and teachers.…”

Section: Introductionmentioning

confidence: 99%

Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: an exploratory case study

Ansari,

Asad

2024

JPCC

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PurposeThe purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.Design/methodology/approachThe study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.FindingsThe findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.Research limitations/implicationsThe study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.Originality/valueThis study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.

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Alignment and Coherence in the Context of Policy and Curriculum Development in Ireland: Tensions, Debates, and Future Directions

Walsh

2023

Handbook of Curriculum Theory and Research

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Systems of Education Governance and Cultures of Justice in Ireland, Scotland and Pakistan

Cited by 7 publications

References 17 publications

The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: an exploratory case study

Alignment and Coherence in the Context of Policy and Curriculum Development in Ireland: Tensions, Debates, and Future Directions

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