Publications
Journal of Educational Leadership, Policy and Practice
New Zealand Educational Administration and Leadership Society
Subject: Education
ISSN: 1178-8690
SEARCH WITHIN CONTENT
Multiple hues: New Zealand school leaders’ perceptions of social justice
Michele Morrison / Rachel McNae / Christopher M. Branson
Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 30, Issue 1, Pages 4-16, DOI: https://doi.org/10.21307/jelpp-2015-002
License : (CC BY-NC-ND 4.0)
Published Online: 21-April-2019
- ARTICLE
- FIGURES & TABLES
- REFERENCES
- EXTRA FILES
- COMMENTS
ARTICLE
ABSTRACT
Social justice is a fluid and contested notion. In the absence of a nationally accepted definition of, and commitment to, social justice, New Zealand school leaders and their communities must interpret the nature and substance of this phenomenon. This article examines the perspectives of eight secondary principals who participated in the International School Leadership Development Network’s (ISLDN) study on leadership for social justice. Whilst not explicitly theorized as such, participant perspectives of social justice reveal distributive, cultural and associational dimensions. These notions are grounded in, and shaped by, seminal experiences of social justice and injustice, both personal and vicarious. They reflect the amorphous and tentative nature of school leaders’ social justice conceptions, and a clarion call for a wider professional conversation.
FIGURES & TABLES
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