Caring practices and social justice leadership: case studies of school principals in Scotland and USA

ABSTRACT

This article explores how headteachers/principals engage in social justice leadership practice using data gathered from the Scottish and American contributions to the International School Leadership Development Network’s (ISLDN) research on social justice leadership. While the literature focuses on high-level strategies to address issues of equity there is limited discussion of the day-to-day practice of social justice leadership. In fostering inclusive cultures, the day-to-day practice of headteachers/principals is critical in challenging low-level forms of discrimination, micro-aggressions, which create hostile environments for diverse groups of learners. The article considers the concept of ‘leadership practice’ by examining the notion of relational leadership to highlight the social processes of ‘organising activities’ of leadership. In this, we focus on caring practices and explore these through four case studies of headteachers/principals recognised for their social justice leadership. A framework of Noddings’ caring practices of modelling, dialogue and confirmation as relational organising activities, is used to begin to capture the day-to-day practice of social justice leadership.

KEYWORDS:

• Social justice leadership
• ethic of care
• caring and leadership practice
• Noddings’ ethic of care and leadership
• relational leadership

Disclosure statement

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

Additional information

Notes on contributors

Christine Forde

Christine Forde is Emeritus Professor at Glasgow University. Her research interests cover educational leadership development, professional learning and accomplished teaching and equality in education. Current research includes participating in the ISLDN on social justice leadership; leadership and governance; and the development and practice of headship and middle leadership in schools. Professor Forde works with policy communities and in 2019 she received the Robert Owen Award for her contribution to Scottish education. She is currently working on middle leadership development including middle leadership with the Centre for School Leadership in Ireland, the National Academy for Educational Leadership in Wales and Education Scotland.

Deirdre Torrance

Deirdre Torrance is Senior Research Fellow in Educational and School Leadership in the School of Education, University of Glasgow. Dr Torrance was designated Honorary Fellow of University of Edinburgh, recognising her national and local contributions, instrumental in securing significant grants supporting partnership innovations, expanding Masters-level provision. She has substantial professional background across primary, secondary, special education, local government and higher education. Dr Torrance is engaged in numerous collaborative research and writing projects around policy, leadership preparation, school leadership and management, and social justice leadership.

Pamela S. Angelle

Pamela S. Angelle is a Professor and Graduate Program Coordinator in Educational Leadership and Policy Studies at the University of Tennessee, Knowville, Tennessee, US. Dr Angelle's research interests include teacher leadership and orgsnisational conditions which contribute to a collegial school community. As a member of the UCEA-BELMAS International School Leadership Network (ISLDN), she is also involved in research on international perspectives of social justice. Dr Angelle has presented at numerous national and international conferences and is widely published.