Conceptualizing space in educational administration and leadership research: towards a spatial justice perspective

ABSTRACT

In this conceptual paper, we propose that a theorization of space has the potential to advance the scope of research methods in educational administration and leadership. In particular, we argue for the incorporation of the notion of ‘spatial justice’ to the research, analysis, and practice of educational administration and leadership in educational organizations and communities. Our guiding questions are: a) How can spatial theorizing inform research in educational administration and leadership? and, b) How can the idea of spatial justice be incorporated into the analytical repertoire of researchers in educational administration and leadership? While we recognize that the preoccupation for equity and social justice is central to the field of educational leadership, we believe that the scope of research in this field could be further expanded by incorporating a spatial justice perspective.

Acknowledgements

We thank Dr. Paul Newton for his thoughtful comments to an earlier version of this paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Social Sciences and Humanities Research Council of Canada [430-2019-00484].

Notes on contributors

Augusto Riveros

Augusto Riveros is associate professor in the Faculty of Education at Western University. His current research applies spatial theory and spatial methodologies to examine the provision, availability, and access to public education in the context of urban change. Other interests include the theoretical foundations of educational administration and leadership and education policy analysis

Nyasha Nyereyemhuka

Nyasha Nyereyemhuka is a PhD student in critical policy, equity and leadership studies in the Faculty of Education at Western University. Her areas of interest and writing are policy analysis, the social-cultural context of education, micropolitics and administrative leadership, and organizational change. Her most recent research explored the perspective of Ontario high school principals on the implementation of equitable and inclusive policies in urban boards.