26 SES 06 JS, Social Justice and Educational Leadership
Paper Session, Joint Session NW 07 and NW 26
School is a privilege space to work with Social Justice. Leaders have an important role to get an education for Social Justice. Leaders have the potential to stop or allow politics to work for inclusion, integration and social cohesion. For this reason, developing inclusion culture for social justice, including assumptions, principles, values, and beliefs linked to the pedagogical action of the school is enhanced for successful leaders (Bogotch, 2002; Brown, 2004).
Previous studies have researched on what leaders do to work for Social Justice (Murillo et al., 2010). Some of those Social Justice leaders’ practices are:
i) Identity and articulate the school’s vision: leaders who get an inclusive school are those leaders who have a clear school vision and share it with their colleges, are able to show enthusiasm, and make good and correct decisions to bring it into reality (Marshall & Olivia, 2006; Ryan, 2006).
ii) Develop people: research findings shows that those leaders who makes the difference are those who are worried about implementation and launch activities for developing people. There are three different strategies: creating opportunities for development, providing individualized support, and providing a suitable benchmark (Kose, 2009).
iii) Contribute to strengthen an inclusive school culture: leaders have influence all over the organizational culture of the school through norms, beliefs, attitudes, practices and values. In the case of heterogeneous schools, generating an inclusive culture helps with the creation of values, beliefs and activities that contribute to a school by all, with all, and for the good of all (Ainscow & Kugelmass, 2005; Kugelmass, 2003; Muijs et al., 2007; Riester, Pursch, & Skrla, 2002; Walker et al., 2005).
iv) Increased attention will be given to improving the quality of teaching and learning
levels: successful leaders in heterogeneous schools keep their attention to improve teaching, and help teacher to do their work better (Walker et al., 2005).
v) Support the creation of professional learning community: successful leaders in heterogeneous schools promote shared community identity or a shared sense of responsibility among the school: teachers, students, and their families (Ainscow & Kugelmass, 2005; Walker et al., 2005; Ryan, 2006).
vi) Promote collaboration between school and parents, encouraging the development of educational culture in the family (Walker et al., 2005; Harris y Chapman, 2002).
At the same time, it is also interesting to highline what are those factors which are related, according the research, with principals who lead inclusive schools (Dotger & Theoharis, 2008, Salisbury & McGregor, 2005; Villa, Thousand, Stainback, & Stainback, 1992): They take risks, invest in relationships and are visible, reflective, collaborative and intentional.
However, only a few studies have focused on the origin of principal’s social commitment and their search for social justice
This research aims to understand the behavior of school leaders for social justice through their life stories.
processes at all
Ainscow, M., & Kugelmass, J. (2005). Leading inclusive schools: a comparison of practices in three countries. Journal of Research in Special Needs Education, 4(3), 3-12. Bogotch, I. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138 – 156. Brown, K.M. (2004). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Leadership Quarterly, 40 (1), 77-108. Dotger, B.H., & Theoharis, G.T. (2008). From Disposition To Action: Bridging Moral/Ethical Reasoning and Social Justice Leadership. Values And Ethics In Educational Administration, 6(3). Harris, A., & Chapman, C. (2002). Democratic Leadership for School Improvement in Challenging Contexts. International Electronic Journal for Leadership in Learning (IEJLL), 6(9). Kose, B.W. (2009). The Principal's Role in Professional Development for Social Justice: An Empirically-Based Transformative Framework. Urban Education, 44(6), 628 - 663. Kugelmass, J.W. (2003). Inclusive Leadership; Leadership for Inclusion. Nottingham: National College for School Leadership (NCSL). Kugelmass, J., & Ainscow, M. (2004). Leadership for inclusion: a comparison of international practices. Journal of Research in Special Education Needs, 4(3), 133-141. Marshall, C., & Olivia, M. (2006). Building the Capacities of Social Justice Leaders. In C. Marshall & M. Olivia (Eds.), Leaders for Social Justice: Making Revolutions in Education. Boston: Allyn & Bacon. Muijs, D. et al. (2007). Every Child Matters. Leading under pressure: leadership for social inclusion. Nottingham: National College for School Leadership (NCSL) Murillo, F.J., Krichesky, G., Castro, A., & Hernández Castilla, R. (2010). Liderazgo para la Inclusión y la Justicia Social. Revista Latinoamericana de Educación Inclusiva, 5(1). Riester, A., Pursch, V., & Skrla, L. (2002). Principals for social justice: Leaders of school success for children from low-income homes. Journal of School Leadership,12(3), 281-304. Ryan, J. (2006). Inclusive Leadership and Social Justice for Schools. Leadership and Policy in Schools, 5, 3–17. Salisbury, C. y McGregor, G. (2005). Principals of Inclusive Schools. Tempe, AR: National Institute for Urban School Improvement. Villa, R., Thousand, J., Stainback, W. y Stainback, S. (1992). Restructuring for Caring and Effective Education: An Administrative Guide to Creating Heterogeneous Schools. Baltimore: Paul H. Brookes. Walker, A., Dimmock, C., Stevenson, H., Bignold, B., Shah, S., & Middlewood, D. (2005). Effective Leadership in Multi-Ethnic Schools. Nottingham: National College for School Leadership (NCSL).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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