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Article | 21-April-2019

Multiple hues: New Zealand school leaders’ perceptions of social justice

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

Michele Morrison, Rachel McNae, Christopher M. Branson

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 4–16

Article | 21-April-2019

Leading for social justice in Ghanaian secondary schools

This article describes a study undertaken to examine what social justice leadership looks like and accomplishes when practiced by three women heads of school in the West African county of Ghana. Definitions of social justice and social justice leadership abound and range from the all-encompassing to the tightly constrained (Berman, 2011; Cribb & Gerwirtz, 2003; Larson & Murtadha, 2002; North, 2008; Theoharis, 2007, 2009). However, this study seeks to examine the leadership responses of

Jill Sperandio, Joyce Eku Willson-Tagoe

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 65–78

research-article | 30-November-2020

Can There Be Justice Here?

conceive and contest the possibility of justice now and in the future—for themselves, forest organisms, and oil palm—amidst multiple, overlapping, and intersecting injustices provoked by capitalism, conservation, and colonialism. Such philosophies, I argue, call for an expansion of the scope and subjects of justice beyond the human that remains nonetheless acutely attentive to the violence of capital-colonial regimes on Indigenous peoples themselves as subjects of entrenched and emergent racializing

SOPHIE CHAO

Borderlands, Volume 20 , ISSUE 1, 11–48

Article | 09-June-2019

Social justice and curriculum integration in a New Zealand primary school:  A foundation principal’s view

Principal shares her experience of the development of the model based on the principles of social justice and democracy and the unexpected results it brings.

Barbara Fogarty-Perry

Journal of Educational Leadership, Policy and Practice, Volume 32 , ISSUE 1, 39–47

Research Article | 31-December-2016

A review of restorative justice responses to offending

The present review sought to determine on the available evidence (a) whether restorative justice (RJ) is an effective means of reducing re-offending (b) what benefits victims of crime obtain from participation in the RJ process (c) whether the public supports the principles of RJ and (d) how the cost and efficiency of RJ proceedings compare with conventional courts in cost and efficiency (i.e. time taken to finalize cases). The review finds little reliable evidence that RJ reduces re-offending

Don Weatherburn, Megan Macadam

Evidence Base, Volume 2013 , ISSUE 1, 1–20

Article | 21-April-2019

E rua taha o te awa: There are two sides to the river… Navigating ‘social justice’ as an indigenous educator in non-indigenous tertiary education

Providing a very different perspective on social justice, this narrative explores and discusses the inherent social justice tensions of being a Māori educator (indigenous to Aotearoa New Zealand) within a mainstream nonindigenous higher education institution in New Zealand. Here the social justice tension is not so much about how to help others but how to correlate widely accepted professional standards and practices with competing personal cultural sensitivities and insights. Specifically

David McLeod

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 17–24

Article | 21-April-2019

Researching social justice for students with special educational needs

Rose Symes

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 92–105

research-article | 02-November-2021

Terrain

leaders that I have drawn on for this article, identify that this is a justice agenda for both nature and peoples. Both Indigenous peoples and nature have experienced terrible discrimination and abuse as a result of historic and contemporary imperialism and colonialism. In response, and across a suite of concerns, Indigenous leaders have called for the centring of Indigenous peoples’ priorities and the de-centring of unjust imperial and colonial structures and processes—often called Indigenous and

JESSICA K. WEIR

Borderlands, Volume 20 , ISSUE 1, 171–206

Article | 21-April-2019

Dialogue as socially just communication

able to automatically promote school leadership practices that effectively address equality and social justice concerns.

Jeremy Kedian

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 39–50

research-article | 30-November-2020

Between Ecology and Indigeneity

, while well-meaning and important, are for Indigenous Peoples just a rhetorical flourish, a metaphor, until Indigenous sovereignty over their lands is reinstated. That is, lands, waters, air, seas, and the multiple forms of life within and upon them must once more revert to the sovereign protections of First Nations and engagement with the elemental and living beings must be guided by Indigenous Law. There can be no Indigenous justice (and thence no environmental or multispecies justice) until

STEFANIE FISHEL, CHRISTINE J. WINTER, ANTHONY BURKE

Borderlands, Volume 20 , ISSUE 1, 1–10

Book Review

Book Review: Educational leadership in Aotearoa New Zealand: Issues of context and social justice

Murray Fletcher

Journal of Educational Leadership, Policy and Practice, Volume 32 , ISSUE 2, 98–100

Article | 30-November-2019

Ko tēnei te wā…. Te Tiriti o Waitangi education, teacher education, and early childhood care and education

that this will contribute to both a greater respect for tangata whenua and a stronger sense of national identity. This then creates the possibility that we may eventually overcome the historical and cultural amnesia that has been so problematic within our education system and wider national discourses, and that has contributed to racist ignorance and discrimination (Jackson, 2019; Shadbolt, 1999). Interconnectedness of social, cultural, economic, and ecological justice A study we conducted in

Jenny Ritchie

Journal of Educational Leadership, Policy and Practice, Volume 35 , 1–12

research-article | 30-November-2020

Nano White Food and the Reproduction of Whiteness

food systems are also driving biodiversity loss and other planetary scale impacts, with agriculture, forestry and other land uses responsible for an estimated 23% of global greenhouse gas emissions (IPCC, 2019). Given these impacts, there are urgent calls to transform and decarbonise contemporary agriculture and food systems. Despite the substantive work of food justice and sovereignty movements (see for example Wittman et al, 2010), these often fail to grapple with a broader decolonising agenda

KRISTEN LYONS, BRONWYN FREDERICKS, ABRAHAM BRADFIELD, CHRISTOPHER MAYES, CATHERINE KOERNER

Borderlands, Volume 20 , ISSUE 1, 207–235

Article | 17-April-2020

Transgressing borders with participatory video technologies: Reflections on creative knowledge production with asylum seekers in Australia

creative interventions with asylum seekers as performances of ‘caring-with’ that transgress imbricated global and local bordering technologies. We are inspired by the creative work of artists who use the material things of migration or digital/photographic media of risky journeys to embody the ‘cry’ for empathy and cultural justice. While there are numerous examples of participatory research with refugee and asylum seeker communities that embrace storytelling and more traditional forms of creativity in

Michele Lobo, Kaya Barry

Borderlands, Volume 18 , ISSUE 2, 8–36

research-article | 02-November-2021

A Seat At The Table

suggesting an alternative view. Drawing together the political rights of corporations in Australia and the USA with the legal rights of Te Awa Tupua, Te Urewera and Taranaki Maunga in Aotearoa the final section focuses on how this legal structure suggests it is neither farfetched nor fanciful that ‘nature’ could (or perhaps, should) be afforded an independent political voice. As representatives of all being—animal (including human), vegetable and elemental—and as a matter of justice they may be obliged

CHRISTINE J. WINTER

Borderlands, Volume 20 , ISSUE 1, 116–139

Article | 04-June-2018

The Boston Special Youth Project Affiliation Dataset

Criminology and Criminal Justice at Arizona State University. These researchers electronically scanned and digitized the contact cards, and began the process of creating a network from the cards. From these cards, a bipartite network was created where 166 individuals (i.e. gang members) were connected to 33,653 events (i.e. contact cards).

Jacob T.N. Young, Scott H. Decker, Gary Sweeten

Connections, Volume 37 , ISSUE 1-2, 85–88

Article | 21-April-2019

Shifting leadership out of the backyard: Expanding opportunities for women leading in higher education in the Solomon Islands

In the Solomon Islands, the paucity of women represented in educational leadership positions is an issue of social justice. This is an area of concern as, although women experience opportunities to practise leadership in a range of community contexts, their access to leadership in the field of education is restricted by a number of social and cultural discourses that marginalize women leaders. This qualitative research investigated the leadership experiences of ten women leaders located in one

Susanne Maezama

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 51–64

research-article | 30-November-2018

Towards a definition of multiple and complex needs in children and youth: Delphi study in Flanders and international survey

Introduction A growing number of children and youth experience ‘multiple and complex needs’ (MCN) as a reflection of severe difficulties in different life domains (1, 2). This includes intertwined physical and mental health problems, social exclusion, educational issues, and for some justice involvement (1, 2). The developmental impact of these problems puts their wellbeing and optimal integration into society at stake (3). This situation may lead to important societal costs due to extensive

Helena Van den Steene, Dirk van West, Inge Glazemakers

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, Volume 7 , 60–67

Article | 21-April-2019

The importance of safe space and student voice in schools that serve minoritized learners

Katherine Cumings Mansfield

Journal of Educational Leadership, Policy and Practice, Volume 30 , ISSUE 1, 25–38

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