ABSTRACT

This article explores how headteachers/principals engage in social justice leadership practice using data gathered from the Scottish and American contributions to the International School Leadership Development Network’s (ISLDN) research on social justice leadership. While the literature focuses on high-level strategies to address issues of equity there is limited discussion of the day-to-day practice of social justice leadership. In fostering inclusive cultures, the day-to-day practice of headteachers/principals is critical in challenging low-level forms of discrimination, micro-aggressions, which create hostile environments for diverse groups of learners. The article considers the concept of ‘leadership practice’ by examining the notion of relational leadership to highlight the social processes of ‘organising activities’ of leadership. In this, we focus on caring practices and explore these through four case studies of headteachers/principals recognised for their social justice leadership. A framework of Noddings’ caring practices of modelling, dialogue and confirmation as relational organising activities, is used to begin to capture the day-to-day practice of social justice leadership.

摘要

本文利用从苏格兰和美国对国际学校领导力发展网络 (ISLDN) 社会公正领导研究的贡献收集的数据，探讨校长/校长如何参与社会公正领导实践。虽然文献侧重于解决公平问题的高级策略，但对社会正义领导的日常实践的讨论有限。在培养包容性文化的过程中，校长/校长的日常实践对于挑战为不同学习群体创造敌对环境的低级歧视、微攻击形式至关重要。本文通过研究关系型领导的概念来考虑“领导实践”的概念，以突出领导“组织活动”的社会过程。在这方面，我们专注于关怀实践，并通过四个案例研究对因社会公正领导而受到认可的校长/校长进行探索。Noddings 将建模、对话和确认作为关系组织活动的关怀实践框架用于开始捕捉社会正义领导的日常实践。