School leadership, social justice and immigration

2017 ◽  
Vol 31 (5) ◽  
pp. 679-690 ◽  
Author(s):  
Jeffrey S. Brooks ◽  
Anthony H. Normore ◽  
Jane Wilkinson
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
School Leadership ◽  
Design Methodology ◽  
Theoretical Perspective ◽  
Research Paper ◽  
Theoretical Research ◽  
Content Type ◽  
Leadership For Social Justice

Purpose The purpose of this paper is to explore theoretical connections between educational leadership for social justice and support for immigration. The authors seek to identify strengths, weaknesses and opportunities for further study and improved practice. Design/methodology/approach This is a theoretical research paper that introduces, evaluates and expands two frameworks for understanding leadership and immigration. Findings Findings suggested that there is a need for educational leadership scholars to more purposefully investigate issues related to social justice and immigration. Originality/value This study offers a novel theoretical perspective on leadership, social justice and immigration.

Successful school leadership for social justice in Spain

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cristina Moral Santaella
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
Case Studies ◽  
Methodological Approach ◽  
Leadership Identity ◽  
Content Type ◽  
Leadership For Social Justice ◽  
School Principalship ◽  
Successful School ◽  
Successful Principals

PurposeThe purpose of this article is to present the results obtained from the investigations that have been carried out within the International Successful School Principalship Project (ISSPP) project in the Spanish for social justice.Design/methodology/approachTwelve case studies have been carried out within the three lines of research proposed by ISSPP: successful principals, underperforming principals and principal leadership identity. All but one school were in challenging contexts. The methodological approach followed is based on multiple perspective case studies using a mixture of qualitative methods (interviews, focus groups and observations).FindingsResults show that successful principals not only believe in social justice through simple empathy with the concept of social justice, but also use strategies that combine transformational and instructional leadership processes and manage to reverse the bad situation of their disadvantaged schools, seeking excellence from equity. The leadership identity of successful principals is characterized to look to the future with hope, adopting a realistic utopian attitude to interpret their surrounding reality.Originality/valueFrom the case studies carried out, valuable information is obtained, which helps to understand the possibilities of implementing the ISSPP successful school leadership model in heterogeneous and disadvantaged context for equity and social justice.

How do principals practise leadership for social justice in diverse school settings? A Hong Kong case study

2018 ◽  
Vol 56 (1) ◽  
pp. 50-68 ◽  
Author(s):  
Elson Szeto ◽  
Annie Yan Ni Cheng
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
Leadership Strategies ◽  
Content Type ◽  
School Communities ◽  
Leadership For Social Justice ◽  
Diverse Student ◽  
Learning Development ◽  
Diverse Student Population

Purpose Empirical research on leadership for social justice is in progress in many parts of the world. The purpose of this paper is to explore principals’ school-leadership journeys in response to social-justice issues caused by specific contextual changes at times of uncertainty. It seeks to answer the following key questions: What social-justice issues do principals identify as arising from their schools’ transformation due to contextual changes? How do principals practise leadership for social justice in response to these contextual changes at different levels? Design/methodology/approach This paper is based on qualitative data from a cross-case study of two principals’ school-leadership journeys. The authors pay particular attention to the understanding of leadership for social justice grounded in principals’ efforts to foster equality in learning development for a diverse student population. Findings Timely adverse conditions may be required to foster leadership for social justice in schools. The principals reacted to contextual changes at several levels, planning and implementing innovative and flexible interventions to ensure equality in students’ learning development. These findings contribute to international accounts of educational leadership. Research limitations/implications This study of leadership for social justice in schools is contextually specific. Therefore, more empirical comparisons of school leadership are required in future studies, as principals’ practices vary between education settings. Originality/value This paper offers insights into the evolution of leadership for social justice in schools in response to contextual changes. Principals’ leadership strategies can be reoriented and their actions reshaped to overcome threats to social justice in schools. Accordingly, although leadership for social justice in school communities is culturally and pedagogically inclusive, it is also socially distinctive.

Educational leadership for social justice in Costa Rica, Mexico, and Spain

2017 ◽  
Vol 55 (3) ◽  
pp. 316-333 ◽  
Author(s):  
Patricia Silva ◽  
Charles L. Slater ◽  
Gema Lopez Gorosave ◽  
Victoria Cerdas ◽  
Nancy Torres ◽  
...  
Keyword(s):  
Social Justice ◽  
Costa Rica ◽  
Educational Opportunity ◽  
School Leaders ◽  
Point Of View ◽  
Equal Educational Opportunity ◽  
Content Type ◽  
School Directors ◽  
Leadership For Social Justice ◽  
Distribution Of Resources

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.

The prosocial leadership development process as a means to prepare the next generation of organizational leaders

2018 ◽  
Vol 26 (3) ◽  
pp. 225-237
Author(s):  
Timothy Ewest
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Design Methodology ◽  
Development Process ◽  
Leadership Behaviors ◽  
Pedagogical Practices ◽  
Organizational Leaders ◽  
Content Type ◽  
Social Challenges ◽  
Practical Implications

Purpose This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership values within the millennial generation. Design/methodology/approach The paper is guided by a social justice framework and proven classroom pedagogies as a means to align millennial characteristics within the four stages of the prosocial leadership development process. Findings An educational rubric is provided as a means to guide classroom pedagogies, course goals and millennial characteristics through a prosocial leadership development process. Research limitations/implications The paper is conceptual in nature, and therefore, theoretical correspondence remains speculative. Practical implications The research in this paper provided guidelines for educators to use pedagogical practices as a means to develop prosocial values as a basis for organizational leadership behaviors. Social implications This leadership development process when facilitated through proven pedagogical techniques (guided by established social justice curriculum goals) and is within the context of millennial characteristics (those born between the years 1982 and 2005) becomes catalytic in empowering leaders to be a remedy for the world’s environmental and social challenges. Originality/value This paper connects characteristics of millennials to a prosocial leadership development model.

scholarly journals Celebrating advances in LGBT+ diversity in the accountancy profession

2018 ◽  
Vol 9 (5) ◽  
pp. 636-641 ◽  
Author(s):  
Jeffrey Unerman
Keyword(s):  
Social Justice ◽  
Design Methodology ◽  
Positive Impact ◽  
Social Implications ◽  
Critical Approach ◽  
Diversity Initiatives ◽  
Content Type ◽  
Diversity Issues ◽  
Practical Implications

Purpose This paper aims to provide a commentary on evidence presented and issues raised by Egan (2018) regarding LGBT+ diversity initiatives in the accountancy profession. Design/methodology/approach This paper is an invited commentary based on the author’s experiences of LGBT+ and other diversity initiatives in the profession. Findings There is cause for optimism in how far the profession has progressed in some countries on supporting LGBT+ (and other forms of) diversity. Practical implications As multinational accountancy firms can be agents for change in countries where there remains considerable discrimination and hostility to LGBT+ (and other) communities, constructive critique to help further improve the firms’ innovative actions on LGBT+ and other diversity issues could have a major positive impact on social justice. Egan (2018) is an example of such constructive critique. Social implications Where other academic studies take a disparagingly critical approach, they risk both squandering the opportunity to help achieve the progress they espouse and discouraging other firms embracing innovative diversity practices. Originality/value This study provides a counter perspective to some critical accounting arguments that appear to value idealism over progress.

scholarly journals Re-orienting the paradigm: path dependence in FDI theory and the emerging multinationals

2019 ◽  
Vol 14 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Jan Knoerich
Keyword(s):  
Emerging Economies ◽  
Direct Investment ◽  
Design Methodology ◽  
Path Dependence ◽  
Theoretical Perspective ◽  
Multinational Enterprise ◽  
Content Type ◽  
The Core ◽  
Emerging Multinationals ◽  
Path Dependent

Purpose The purpose of this paper is to analyze how path dependence in the evolution of major theories of foreign direct investment (FDI) locked in a theoretical perspective of the multinational enterprise that focused on asset-exploitation. This perspective is challenged by recent contradicting observations of multinationals from China and other emerging economies. A decisive re-orientation of FDI theory is proposed as a way forward to resolve this tension. Design/methodology/approach Placing FDI theories into the context of FDI patterns prevailing at the time they were developed, Thomas Kuhn’s framework on the evolution of scientific knowledge is employed to track how the mainstream FDI theory emerged, went through a period of normal science and then approached a crisis of science in this field. Findings The evolution of FDI theory is strongly path-dependent, which made it difficult for theory to effectively incorporate new conceptual discoveries and empirical findings about the nature of FDI activity. Originality/value FDI theory would benefit from a full re-orientation to a demand-oriented perspective which places the pursuit of advantages, assets, resources, etc., at the core of the theory. Such a change is implicit in many recent theoretical advances and would assure theory is generalizable to all types of FDI.

scholarly journals Social exclusion: re-examining its conceptual relevance to tackling inequality and social injustice

2015 ◽  
Vol 35 (9/10) ◽  
pp. 600-617 ◽  
Author(s):  
Clive Sealey
Keyword(s):  
Social Justice ◽  
Social Policy ◽  
Social Exclusion ◽  
Design Methodology ◽  
Value Added ◽  
Social Injustice ◽  
Critical Approach ◽  
Content Type ◽  
It Value ◽  
Significant Difference

Purpose – The purpose of this paper is to rationalise the continued conceptual utility of social exclusion, and in so doing addresses the prevailing question of what to do with it. This is relevant from social exclusion’s declining relevance in contemporary UK social policy and academia, where its consideration as a concept to explain disadvantage is being usurped by other concepts, both old and new. Design/methodology/approach – The paper analyses criticisms of limitations of social exclusion which have typically centred on the operationalisation of the concept, but the author will argue that there are distinctive operationalisation and conceptual strengths within social exclusion which make it value-added as a concept to explain disadvantage. Specifically, there will be an analysis of both New Labour’s and the present Coalition government’s conceptualisation of the term in policy in relation to work. Findings – The analysis highlights the significant difference that a focus on processes rather than outcomes of social exclusion can make to our understanding of inequality and social injustice, and locates this difference within an argument that social exclusion’s true applied capabilities for social justice requires a shift to a conceptualisation built on the processes that cause it in the first place. Originality/value – The paper acts as a rejoinder to prevailing theoretical and political thinking of the limited and diminishing value of social exclusion for tackling disadvantage. In particular, the paper shows how social exclusion can be conceptualised to provide a critical approach to tackling inequality and social injustice, and in doing so foregrounds the truly applied capabilities of social exclusion for transforming social justice.

International perspectives on English teaching

2015 ◽  
Vol 14 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Terry Locke
Keyword(s):  
Social Justice ◽  
South Korea ◽  
Educational Research ◽  
Design Methodology ◽  
Teaching Practice ◽  
Content Type ◽  
English Teaching ◽  
International Perspectives ◽  
The Usa ◽  
The University

Purpose – The purpose of this paper is to offer a personalised overview of the content of English Teaching: Practice and Critique for the years it was hosted at the Wilf Malcolm Institute for Educational Research (WMIER) at the University of Waikato (2002-2014). Design/methodology/approach – It notes trends in relationship to the context of origin of 335 articles published in this period (excluding editorials), including significant increases in articles originating in the USA and Pacific Rim Asian nations, particularly South Korea and Taiwan. It comments on articles that relate to the original vision of the editors’ founders, especially their emphasis on practice, criticality and social justice. Findings – Prevailing themes across 13 years are mapped and in some cases discussed. Originality/value – A number of reflections are shared in relation to the future of the journal and some challenges currently facing subject English.

Tourists’ views on Islamic spiritual tours (case study: Yazd, Iran)

2019 ◽  
Vol 10 (1) ◽  
pp. 323-335 ◽  
Author(s):  
Seyed Reza Bahadori ◽  
Neda Torabi Farsani ◽  
Zahed Shafiei
Keyword(s):  
Design Methodology ◽  
Quantitative Method ◽  
Cultural Tourism ◽  
Research Paper ◽  
Tourism Destination ◽  
Content Type ◽  
Spiritual Tourism ◽  
Yazd City

Purpose Spiritual tourism is a niche tourism studied under cultural tourism. Religious events play an important role in attracting spiritual tourists. This paper aims to highlight the introduction of Yazd city (Iran) as a new spiritual tourism destination with emphasis on Shiite religious events and rituals. This research has the following three major purposes to assess the motivation of international tourists for participating in spiritual tours, examine the attitude of tourists towards spiritual tourism activities and investigate the effect on international tourists’ perceptions and views of spiritual tours organized in the Muharram and Ashura events. Design/methodology/approach This study was conducted in Yazd, Iran. Data for this study were collected through a questionnaire which was distributed in organized spiritual tours during the Muharram and Ashura events. A quantitative method was used and the data were analyzed using SPSS tools. Findings On the basis of the results of this study, it can be concluded that international tourists are interested in spiritual tourism activities and attractions in Yazd city, and spiritual tours can be a strategy against Islamophobia. Originality/value This research paper investigated the attitude of tourists to spiritual tourism activities and the effect on international tourists’ perceptions and views of spiritual tours organized in the Muharram and Ashura as the most important events in Shiite culture.

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