Leadership for Social Justice in Schools in Mexico, New Zealand, and Spain

Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

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Locating Social Justice in Career Education: What can a Small-Scale Study from New Zealand Tell Us?

Australian Journal of Career Development ◽

10.1177/103841620901800204 ◽

2009 ◽

Vol 18 (2) ◽

pp. 13-23 ◽

Cited By ~ 3

Author(s):

Barrie A. Irving

Keyword(s):

Social Justice ◽

New Zealand ◽

Career Education ◽

Small Scale

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Leadership for Social Justice

Yearbook of the National Society for the Study of Education ◽

10.1111/j.1744-7984.2002.tb00007.x ◽

2005 ◽

Vol 101 (1) ◽

pp. 134-161 ◽

Cited By ~ 83

Author(s):

COLLEEN L. LARSON ◽

KHAULA MURTADHA

Keyword(s):

Social Justice ◽

Leadership For Social Justice

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Ethics and the obstruction of social justice for Maori and Pasifika (Pacific Islands) students in tertiary institutions in Aotearoa (New Zealand)

Race Ethnicity and Education ◽

10.1080/13613320600807683 ◽

2006 ◽

Vol 9 (3) ◽

pp. 295-305 ◽

Cited By ~ 4

Author(s):

Camille Nakhid

Keyword(s):

Social Justice ◽

New Zealand ◽

Pacific Islands ◽

Tertiary Institutions ◽

Aotearoa New Zealand

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Colonization, Decolonization, and Power: Ruptures and Critical Junctures Out of Dominance

10.1093/oxfordhb/9780199938735.013.11 ◽

2016 ◽

Author(s):

James H. Liu ◽

Felicia Pratto

Keyword(s):

Social Justice ◽

National Identity ◽

New Zealand ◽

Social Structure ◽

Critical Junctures ◽

The Social ◽

The World ◽

European Colonization ◽

Historical Trajectory ◽

The Impact

Colonization and decolonization are theorized at the intersection of Critical Junctures Theory and Power Basis Theory. This framework allows human agency to be conceptualized at micro-, meso-, and macro-levels, where individuals act on behalf of collectives. Their actions decide whether critical junctures in history (moments of potential for substantive change) result in continuity (no change), anchoring (continuity amid change with new elements), or rupture. We apply this framework to European colonization of the world, which is the temporal scene for contemporary social justice. Several critical junctures in New Zealand history are analyzed as part of its historical trajectory and narrated through changes in its symbology (system of meaning) and technology of state, as well as the identity space it encompasses (indigenous Māori and British colonizers). The impact of this historical trajectory on the social structure of New Zealand, including its national identity and government, is considered and connected to the overarching theoretical framework.

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What do social work students think social work research is?

Aotearoa New Zealand Social Work ◽

10.11157/anzswj-vol24iss2id131 ◽

2016 ◽

Vol 24 (2) ◽

pp. 19-26

Author(s):

Anita Gibbs

Keyword(s):

Social Justice ◽

Social Work ◽

New Zealand ◽

Work Values ◽

Research Training ◽

Social Work Students ◽

Service Users ◽

Research Project ◽

Social Work Research ◽

Social Work Values

In New Zealand, social work students often undertake social work research training as part of their first qualification in social work. The focus of this article is to consider what social work students think social work research is and whether they think social work research should be part of normal, everyday practice or not. Forty-three social work students from Otago University participated in a small research project during 2009 aimed at exploring their constructions of social work research. They emphasised that social work research should be compatible with social work values like empowerment and social justice, and bring about positive change of benefit of service users.

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