A Global Perspective of Social Justice Leadership for School Principals

Edited by:
Pamela S. Angelle, The University of Tennessee

Published 2017

Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders. The research contained in this book seeks to enhance our understanding of school leaders’ actions as they work to promote socially just practices and/or outcomes in a range of different national contexts. The unique nature of this research is that studies took place in numerous schools across the globe in a variety of contexts yet utilized the same research protocols. This has allowed the researchers to draw conclusions at an international level about social justice decision making, the supports and barriers brought on school leaders by national policy and mandates, and the essential nature of context in the work of social justice leadership.

The audience will include scholars on a global scale, given that cases in the book include authors and principals from around the world. The book can also serve as a text for leadership preparation courses as well as courses in social justice, research design, and qualitative research methodologies. Courses in human relations and communication can use the content as examples of the negotiations and challenges of teamwork in international settings. A primary audience for the book is system/school level leaders in contexts and communities throughout the world for understanding comparative leadership and social justice decision making. Current principals will find the cases useful as reflexive tools for their own work. Educational leaders, educational reformers, and policy makers will benefit from this book as they seek to understand the impact of their work and its influence on promoting equity in schools across the globe.

Foreword In Support of Cross‐National Examinations of Social Justice Leadership, Michelle D. Young. Preface. Constructions, Enactments, Articulations: The Work of the ISLDN Social Justice Group, Pamela S. Angelle. About the Authors. PART I: RESEARCH FOUNDATIONS. Social Justice Beliefs and the Positionality of Researchers, Charles L. Slater. Retracing the Steps of the Journey: Literature Review of Social Justice Leadership from a Global Context, Kerry K. Robinson. Conceiving Context: The Origins and Development of the Conceptual Framework, Michele Morrison. The Enactment of Social Justice: Examining Alternative Lens, Pamela S. Angelle. PART II: PRACTICE OF SOCIAL JUSTICE LEADERSHIP. Assumptions and Surprises: Parallel and Divergent Social Justice Leadership Narratives, Kay Fuller. Social Justice Beliefs and Behaviors: A Cross‐cultural Look at Turkish and US Principals, Kadir Beycioglu and Stephanie Ogden. Social Justice Leadership: A Welsh Perspective, Ken Jones. Social Justice Leadership through the Lens of Ecological Systems Theory, Fiona King and Joe Travers. From Social Leadership to Responsible Leadership: Insights from Interviews with Jewish and Muslim School Principals, Izhar Oplatka and Khalid Arar. Policy and Practice in Social Justice Leadership in Scotland, Deirdre Torrance and Christine Forde. Voices of School Leaders for Social Justice in Education across the World: A Hong Kong Case Report, Elson Szeto and Annie Y. N. Cheng. Change in Context and Identity: The Case of an English School Leader, Ian Potter. School Leaders Making Sense of the ‘Self’ with[in] Social Justice: Embodied Influences from Lived Experiences, Rachel McNae. The Community‐Leadership Interface: How Principal Perceptions Become Educational Leadership Praxis, Lee D. Flood and Alex Oldham. Part III: Toward a Grounded Theory. Developing social Justice Leadership through Reflexivity, Ian Potter. Moving Forward, Pamela S. Angelle. Epilogue. Freedom: Uniqueness and Diversity at the Heart of Social Justice, Philip A. Woods.


 Front matter in pdf format (3.1 MB)