Towards social justice in highly complex schools in Catalonia, Spain

Abstract

This study investigated social justice from the point of view of school directors, teachers, and parents. We chose two schools that were undergoing major demographic changes because of increased immigration into Catalonia, Spain. They were both classified as “schools of maximum complexity” because of their socio-economic characteristics. The research questions focused on how directors, teachers, and parents give meaning to social justice and what actions they take to achieve it. Teachers and principals adopted practices that have been described in leadership literature as transformational, such as building trust and challenging the process; they only occasionally showed transformative practices like those described by Santamaria (2014) as applied critical leadership (ACL). They were motivated by seeing the needs of migrant families and students with special needs. They seriously considered social cohesion and believed that all students should be given the same opportunities and treated fairly. While these principals wanted to guide teachers to see their work in new ways and develop practices to address the needs of a changing student population, they did not reflect on the connection between day-to-day problems and the larger social system. This critical perspective is essential to ACL.

Leadership for equality in education: 50 years marching forward or marching on the spot?

“…The promotion of equality as a private matter, referred to earlier in the article, dependant on in-organisation leadership, is a major component of how leadership is constructed, accepting parameters that make its achievement problematic. Articles around the globe assert a power of educational leadership in relation to social justice that would have been seen as unrealistic by many in the 1960s, who located equality issues in a wider political and societal context (Brown et al, 2019; Silva et al, 2020).…”