Journal of Educational Leadership Policy and Practice最新文献_第7页

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 E rua taha o the awa:这条河有两面……作为一名非土著高等教育的土著教育者，为“社会正义”导航

Journal of Educational Leadership Policy and Practice Pub Date : 2015-01-01 DOI: 10.21307/jelpp-2015-003

D. McLeod

{"title":"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","authors":"D. McLeod","doi":"10.21307/jelpp-2015-003","DOIUrl":"https://doi.org/10.21307/jelpp-2015-003","url":null,"abstract":"Abstract 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 non- indigenous 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, this article describes four of my inner tensions as associated with issues around the Treaty of Waitangi, the principle of cultural diversity, the moral purpose of New Zealand education, and the inherent cultural dilemmas within leadership as a Māori educator. A key outcome of this discussion is the perception of tokenism and resistance in the bicultural preparation of our future New Zealand primary school teachers. Hence, this article seeks to provide my Māori worldview perspective for achieving a more socially just New Zealand society by better preparing our future teachers to meet this challenge.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"30 1","pages":"17 - 24"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67664377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Multiple hues: New Zealand school leaders’ perceptions of social justice 多元色彩:新西兰学校领导对社会正义的看法

Journal of Educational Leadership Policy and Practice Pub Date : 2015-01-01 DOI: 10.21307/jelpp-2015-002

Michele Morrison, Rachel McNae, C. Branson

引用次数: 5

The importance of safe space and student voice in schools that serve minoritized learners 安全空间和学生声音在为少数族裔学生服务的学校中的重要性

Journal of Educational Leadership Policy and Practice Pub Date : 2015-01-01 DOI: 10.21307/jelpp-2015-004

Mansfield Katherine Cumings

引用次数: 16

Leading for social justice in Ghanaian secondary schools 领导加纳中学的社会正义

Journal of Educational Leadership Policy and Practice Pub Date : 2015-01-01 DOI: 10.21307/jelpp-2015-007

J. Sperandio, Joyce Wilson-Tagoe

{"title":"Leading for social justice in Ghanaian secondary schools","authors":"J. Sperandio, Joyce Wilson-Tagoe","doi":"10.21307/jelpp-2015-007","DOIUrl":"https://doi.org/10.21307/jelpp-2015-007","url":null,"abstract":"Abstract 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 self-identifying or peer-identified school leaders for social justice to the unique challenges of a national school system in a developing country. The study assumes that personal definitions of social justice leadership, shaped by the cultural understandings of the study participants interacting with their life and professional experiences, will influence the approach of school leaders to providing for their students. The differences and similarities in their understanding of social justice, and the leadership practices they employ, will reflect the complexity of the interactions amongst national and school contexts, individual leadership identity, and the socially constructed understandings and practices that emerge to solve specific social justice issues in each unique school environment (Bogotch, 2002).","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"30 1","pages":"65 - 78"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67664355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The context of leadership 领导力的背景

Journal of Educational Leadership Policy and Practice Pub Date : 2013-01-01 DOI: 10.4324/9780203714157-8

Louise Starkey, K. Thornton

引用次数: 0

Changing a School Culture 改变学校文化

Journal of Educational Leadership Policy and Practice Pub Date : 2009-01-01 DOI: 10.4135/9781506313498

Paul Potaka

引用次数: 0