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.
{"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}
Abstract Social justice is a fluid and contested notion. In the absence of a nationally accepted definition of, and commitment to, social justice, New Zealand school leaders and their communities must interpret the nature and substance of this phenomenon. This article examines the perspectives of eight secondary principals who participated in the International School Leadership Development Network’s (ISLDN) study on leadership for social justice. Whilst not explicitly theorized as such, participant perspectives of social justice reveal distributive, cultural and associational dimensions. These notions are grounded in, and shaped by, seminal experiences of social justice and injustice, both personal and vicarious. They reflect the amorphous and tentative nature of school leaders’ social justice conceptions, and a clarion call for a wider professional conversation.
{"title":"Multiple hues: New Zealand school leaders’ perceptions of social justice","authors":"Michele Morrison, Rachel McNae, C. Branson","doi":"10.21307/jelpp-2015-002","DOIUrl":"https://doi.org/10.21307/jelpp-2015-002","url":null,"abstract":"Abstract Social justice is a fluid and contested notion. In the absence of a nationally accepted definition of, and commitment to, social justice, New Zealand school leaders and their communities must interpret the nature and substance of this phenomenon. This article examines the perspectives of eight secondary principals who participated in the International School Leadership Development Network’s (ISLDN) study on leadership for social justice. Whilst not explicitly theorized as such, participant perspectives of social justice reveal distributive, cultural and associational dimensions. These notions are grounded in, and shaped by, seminal experiences of social justice and injustice, both personal and vicarious. They reflect the amorphous and tentative nature of school leaders’ social justice conceptions, and a clarion call for a wider professional conversation.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"30 1","pages":"4 - 16"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67663692","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}
Abstract This article is based on an ethnography conducted over a six year period that used participant observation, photography, focus groups, and interviews to discover and describe the emergent school culture and the lived experiences of female secondary students in an all-girls college preparatory school. This article shares the story of a group of women educators who created a novel school culture, and the female students who meet them there, to disrupt and transform the dailiness of sexism, racism, and classism. Through a commitment to building a supportive school culture that includes developing robust relationships and forefronting the voices of women, this community of learners is working in a very socially just way so as to confront the past and interrupt the present, and revolutionize future trajectories of historically minoritized peoples.
{"title":"The importance of safe space and student voice in schools that serve minoritized learners","authors":"Mansfield Katherine Cumings","doi":"10.21307/jelpp-2015-004","DOIUrl":"https://doi.org/10.21307/jelpp-2015-004","url":null,"abstract":"Abstract This article is based on an ethnography conducted over a six year period that used participant observation, photography, focus groups, and interviews to discover and describe the emergent school culture and the lived experiences of female secondary students in an all-girls college preparatory school. This article shares the story of a group of women educators who created a novel school culture, and the female students who meet them there, to disrupt and transform the dailiness of sexism, racism, and classism. Through a commitment to building a supportive school culture that includes developing robust relationships and forefronting the voices of women, this community of learners is working in a very socially just way so as to confront the past and interrupt the present, and revolutionize future trajectories of historically minoritized peoples.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"30 1","pages":"25 - 38"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43802449","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}
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).
{"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}
{"title":"The context of leadership","authors":"Louise Starkey, K. Thornton","doi":"10.4324/9780203714157-8","DOIUrl":"https://doi.org/10.4324/9780203714157-8","url":null,"abstract":"","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"22 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70591143","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}
Principal from Nelson Central School presents how Michael Dawson, a school principal converted his school from a negative association to a positive and supportive environment. He faced many challenges while making cultural change in his school in spite of which he achieved his goal.
{"title":"Changing a School Culture","authors":"Paul Potaka","doi":"10.4135/9781506313498","DOIUrl":"https://doi.org/10.4135/9781506313498","url":null,"abstract":"Principal from Nelson Central School presents how Michael Dawson, a school principal converted his school from a negative association to a positive and supportive environment. He faced many challenges while making cultural change in his school in spite of which he achieved his goal.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"24 1","pages":"4"},"PeriodicalIF":0.0,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70644713","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}
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