International Handbook of Educational Leadership and Social (In)Justice

This book celebrates the promises of social justice, and provides the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the education.

The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world.

Mainstream topics are reframed as educational interventions to ameliorate and combat social injustices

Localized contexts from around the world are highlighted

Educational leadership is reconceptualised as inclusive of all fields of education

Original theories of social justice and exemplary research methods are described in detail

Educational leadership is conceptualized as incomplete and inadequate without a focus on social (in)justice

Auteur

Ira Bogotch is a professor of educational leadership at Florida Atlantic University. He has a masters degree in teaching English as a second language (Teachers College, Columbia U.) and has taught in New York City, Guatemala City, and Washington, D.C. He also has a masters degree in philosophy (The New School) and an educational leadership doctorate (Florida International U.). In the 1990s, Ira facilitated the development of leadership standards in the state of Louisiana. He is the associate editor of the International Journal of Leadership in Education. He has been writing on the topic of leadership for social justice for over ten years beginning with a 2002 article titled, Educational leadership and social justice: Practice into Theory published in the Journal of School Leadership. He also co-authored Radicalizing**educational leadership:Dimensions of social justice. Recently, he has taken his social justice platform titled "social justice as an educational construct" to Malaysia, Scotland, England, and Australia. Ira believes that this Handbook goes beyond rhetorical support for social justice and its publication must be a continuing step in the worldwide struggles to recenter education around the concepts, methods and actions for social change and justice.

Dr. Carolyn M. Shields is professor and dean of the College of Education at Wayne State University, Detroit, Michigan. Previously she was a professor of leadership in the Department of Educational Organization and Leadership at the University of Illinois at Urbana Champaign and the University of British Columbia. She is past president of the Canadian Association for Studies in Educational Administration, and former Canadian representative to the Board of the Commonwealth Council for Educational Administration and Management. Her teaching is in the area of transformative leadership, deep democracy, equitable policy, social justice, and research methodology. Her research focuses on how educational leaders can create learning environments that are deeply democratic, socially just, inclusive of all students' lived experiences, and that prepare students for excellence and citizenship in our global society. These interests are reflected in her presentations and publications-over 100 articles, numerous chapters, hundreds of conference and keynote presentations, and nine books-the most recent of which is Transformative leadership in education: Equitable change in an uncertain and complex world, published by Routledge. She has received recognition for both her teaching and her career contributions to the field of educational leadership.

Contenu

Social Justice as an Educational Leadership Challenge: An Introduction; Ira Bogotch and Carolyn Shields.- Part I: Conceptualizing Social Justice: More Than a Definition .- 2. The Place of 'Social Justice' in the Field of Educational Administration: An Historical Overview of an Emergent Area of Study; Izhar Oplatka .- 3. Creating Smooth Spaces in Striated Places: Toward a Global Theory for Examining Social Justice Leadership in Schools; Katherine Mansfield .- 4. The Specific Case of Social Justice as an Educational Leadership Construct; Ira Bogotch .- 5. Ethics and Social Justice: Strangers Passing in the Night?; Robert Starratt . 6. Social and Cognitive Justice: The Social Relevance of Higher Education in Latin America; Alejandra Montané, Judith Naidorf, and António Teodoro . 7. A Grid and Group Explanation of Social Justice: An Example of Why Frameworks are Helpful in Social Justice Discourse; Edward L. Harris .- 8. Who Among Us May Be Literate? Closing the Gap Between Literacy and Diversity; Charles Dukes and Kavin Ming .- Part II: Approaches to Knowing/Studying Social Justice .- 9. Researching Leadership for Social Justice: Are Some Methods Better Than Others?; Robert Donmoyer .- 10. Transforming (Un)just Institutions: A Reflection on Methodology; Colleen L. Larson .- 11. Narrative Inquiry (NI) as an Exemplary Method for Social Justice Leadership; Alexandre Ibongya-Ilungu Muzaliwa, and Mary E. Gardiner .- 12. A Bricolage of Voices: Lessons Learned from Feminist Analyses in Educational Leadership; Whitney Sherman Newcomb .- 13. How Should Researchers Act in the Context of Social Injustice? Reflections on the Role of the Researcher as a Social Justice Leader; Dilys Schoorman .- 14. Social Justice in Education: Joy in Education and Education for Joy; Morwenna Griffiths .- 15. Critical Evocative Portraiture: Feminist Pathways to Social Justice; Linda L. Lyman, Angeliki Lazaridou, with Jane Strachan .- 16. LeaderPAR: A Participatory Action Research Framework for School and Community Leadership; Gary L. Anderson and Erika Bernabei Middleton .- 17. Social Justice Through Critical Reflections: The Complexities of Oppression; Christa Boske .- 18. Projects from the Heart for Educational Leaders; Lourdes Soto .- Part III: Leadership for Social Justice .- 19. Leadership for Social Justice Education: A Critical Transformative Approach; Carolyn Shields .- 20. The Spatial Nature of Justice: A Scholar-Practitioner Perspective; J. Patrick M. Jenlink .- 21. Promoting Inclusive Leadership in Diverse Schools; James Ryan .- 22. Toward a Framework of Research and Practice for Social Justice Leadership: The Case of Cyprus; Michalinos Zembylas and Sotiroula Iasonos .- 23. Challenging Dominant Discourses of HomeSchool Partnerships in Indigenous Communities; Greer Johnson and Neil Dempster .- 24. Including the Excluded: Engaging in Dialogue to Build Inclusive, Socially Just Schools; Courtney Orzel .- 25. Narrative Dialogue and Teacher Leadership for Social Justice: Re-Storying to Understand; Lindsayanne Insana, Daniel Johnson Mardones, Hilarie Welsh and Marilyn Johnston-Parsons .- 26. Re-Conceptualizing Teacher Leadership Through Curriculum Inquiry in Pursuit of Social Justice: Case Study From the Canadian Context; Ann Lopez .- 27. Disrupting the Hegemonic Construct of …