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Palgrave Macmillan

Cultures of Social Justice Leadership

An Intercultural Context of Schools

  • Book
  • © 2019

Overview

Editors:
  1. Pamela S. Angelle

    1. Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Deirdre Torrance

    1. Moray House School of Education, University of Edinburgh, Edinburgh, UK

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    You can also search for this editor in PubMed   Google Scholar

  • Uses global case studies to explore social justice leadership within education
  • Examines how school leaders can enact social justice within the context of the unique school setting
  • Combines analysis of the micro and macro contexts to provide a balanced yet detailed narrative

Part of the book series: Intercultural Studies in Education (ISE)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xix
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  2. The Influence of Global Contexts in the Enactment of Social Justice

    • Deirdre Torrance, Pamela S. Angelle
    Pages 1-19

  3. Social Justice Leadership for Academic, Organisational and Community Sustainability in High-Needs Schools: Evidence from New Zealand, Belize and the USA

    • Stephen Jacobson
    Pages 21-42

  4. Social Justice Leadership, Perceptions and Praxis: A Cross-Cultural Comparison of Palestinian, Haitian and Turkish Principals

    • Khalid Arar, Stephanie Ogden, Kadir Beycioglu
    Pages 43-66

  5. Systems of Education Governance and Cultures of Justice in Ireland, Scotland and Pakistan

    • Fiona King, Christine Forde, Jamila Razzaq, Deirdre Torrance
    Pages 67-92

  6. School Leadership, Curriculum Diversity, Social Justice and Critical Perspectives in Education

    • Paul W. Miller, Carmel Roofe, Marina García-Carmona
    Pages 93-119

  7. Leadership for Social Justice in Schools in Mexico, New Zealand, and Spain

    • Charles L. Slater, Patricia Silva, Gema López-Gorosave, Michele Morrison, Serafín Antúnez, Brian Michael Corrales Maytorena et al.
    Pages 121-146

  8. Leadership for Social Justice: Intercultural Studies in Mexico, United States of America, and Spain

    • Celina Torres-Arcadia, Elizabeth T. Murakami, Cristina Moral
    Pages 147-168

  9. Local Implementation of National Policy: Social Justice Perspectives from the USA, India, and Wales

    • Ken Jones, Pamela S. Angelle, Caroline Lohmann-Hancock
    Pages 169-194

  10. The Significance of Context in the Enactment of Social Justice

    • Pamela S. Angelle, Deirdre Torrance
    Pages 195-207

  11. Back Matter

    Pages 209-212
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Keywords

About this book

This book explores our understanding of school leaders’ actions as they work to enact a socially just school culture. Including unique case studies from around the globe, the editors and contributors examine whether this work is enhanced or diminished by the context in which the school is placed. While the onus of emphasising social justice is placed on the school leader, they must enact this within the micro/meso/macro context of the school setting. Rich in both the unique stories of these schools and their successes and challenges in the enactment of social justice, these global case studies act as a lens for social justice leadership in a variety of regions and at international levels. The global scale combined with detailed analysis of this book will appeal to scholars of education and social justice as well as school leaders and policy makers. 

Editors and Affiliations

  • Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville, USA

    Pamela S. Angelle

  • Moray House School of Education, University of Edinburgh, Edinburgh, UK

    Deirdre Torrance

About the editors

Pamela S. Angelle is Professor at the University of Tennessee, USA. She also coordinates the Graduate Program in Educational Leadership and Policy Studies. Her research interests include teacher leadership, organizational conditions and contexts contributing to a collegial school community.

Deirdre Torrance is Honorary Fellow at the University of Edinburgh, UK. Her research interests include headship/principalship, teacher leadership, leadership preparation and women in leadership.


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