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 

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