Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-01-08 DOI:10.1177/0013161X20981148
Tina Trujillo, Jorunn Møller, R. Jensen, R. Kissell, Eivind Larsen
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引用次数: 10

Abstract

Purpose: This article investigates how school leaders make sense of social justice and democracy in their practice in two settings, a high-stakes testing and accountability context, the San Francisco Bay Area, California, and a low-stakes testing and accountability context, Norway. It demonstrates how leaders view relationships among education, democracy, and social justice, when located in a neoliberal democracy with a minimalist welfare state or in a social democracy with a robust welfare state. Design and Evidence: Through a comparative design, we analyze qualitative data from two international principal exchanges designed to capture outsiders’ impressions of schools in each context. Participants included alumni from an American and a Norwegian university’s principal preparation programs. Through preobservation and postobservation interviews and focus groups, we explore observations by practitioners, who acted as coconstructors in the research. Findings and Implications: The article presents three findings: (1) While principals in both systems conceptualized equity similarly, their conceptions of democracy were aligned with the type of democracy in which they were embedded; (2) Schools’ norms, climate, structures, and leadership, as well as students’ daily lives, reflected the values implicit in their respective political contexts; (3) Principals perceived elements of their macro- and micro-level settings to enable or constrain their ability to craft democratic, socially just schools. These findings help scholars move beyond discourse about the need for leaders to advocate for equity, to deeper understandings about conditions that shape democratic schools, such as values about collectivism, welfarism, and the common good—tenets of a socially just civic society.
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教育领导形象:校长如何在两个不同的政策背景下理解民主和社会正义
目的:本文研究了学校领导在两种情况下如何在实践中理解社会正义和民主,一种是高风险的测试和问责背景,加州旧金山湾区,另一种是低风险的测试和问责背景,挪威。它展示了领导者如何看待教育,民主和社会正义之间的关系,当位于具有极简主义福利国家的新自由主义民主国家或具有强大福利国家的社会民主国家。设计与证据:通过比较设计,我们分析了来自两个国际校长交流的定性数据,旨在捕捉外部人士在每种情况下对学校的印象。参与者包括来自一所美国大学和一所挪威大学主要预备项目的校友。通过观察前、观察后访谈和焦点小组,我们探索了在研究中扮演建构者角色的实践者的观察。研究结果和启示:本文提出了三个发现:(1)虽然两种制度中的校长对公平的概念相似,但他们对民主的概念与他们所嵌入的民主类型是一致的;(2)学校的规范、风气、结构和领导以及学生的日常生活反映了各自政治背景中隐含的价值观;(3)校长感知到他们宏观和微观层面的设置因素,以促进或限制他们建立民主、社会公正学校的能力。这些发现有助于学者们超越关于领导人需要倡导公平的论述,更深入地了解塑造民主学校的条件,例如集体主义、福利主义和社会公正的公民社会的共同利益原则。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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