ABSTRACT

In multicultural contexts, school principals and educators face unique challenges integrating disadvantaged and immigrant youth. We investigate how these leaders advocate, design and implement social justice pedagogies for inclusion. Drawing on an interdisciplinary literature and in-depth interviews with school principals in Melilla (Spain), we further explore the social justice ideologies and practices of leaders in culturally diverse, minority-majorityschools. The findings reveal that intercultural education and ICT both enhance the inclusion of students and families, transforming schools into more open, democratic, learning environments. However, scarce funding resources, exacerbated by Melilla’s remote location from its Central Ministry of Education and the limited bargaining power of leaders, often truncate social justice initiatives.

摘要

在多元文化背景下，学校校长和教育工作者面临着将处境不利和移民的青年融合在一起的独特挑战。我们调查了这些领导人如何倡导，设计和实施社会正义教学法以实现包容性。借助跨学科文献并与西班牙梅利利亚（Melilla）（西班牙）的学校校长进行深入访谈，我们进一步探讨了多元文化，少数派多数学校中领导人的社会正义思想和实践。调查结果表明，跨文化教育和信息通信技术都增强了学生和家庭的包容性，使学校变成了更加开放，民主，学习的环境。但是，由于梅利利亚（Melilla）远离中央教育部而位于偏僻地区，加上领导人的讨价还价能力有限，加剧了资金匮乏的状况，这常常使社会正义举措陷入瘫痪。