1,249
Views
8
CrossRef citations to date
0
Altmetric
Announcement

Social justice leadership practice in unjust times: leading in highly disadvantaged contexts

ORCID Icon

References

  • Anderson, G. L. (2009). Advocacy leadership: Toward a post-reform agenda in education. Routledge.
  • Arar, K., Beycioglu, K., & Oplatka, I. (2017). A cross-cultural analysis of educational leadership for social justice in Israel and Turkey: Meanings, actions and contexts. Compare: A Journal of Comparative and International Education, 47(2), 192–206. https://doi.org/10.1080/03057925.2016.1168283
  • Arar, K., & Oplatka, I. (2016). Making sense of social justice in education: Jewish and Arab leaders perspectives in Israel. Management in Education, 30(2), 66–73. doi:10.1177/0892020616631409
  • Australian Institute of Family Studies. (2015). Growing up in Australia: The longitudinal study of Australian Children, Annual statistical report 2014 978-1-76016-000-5). http://www.growingupinaustralia.gov.au/
  • Best, S. (2017). Aspiration, abjection and precariousness: The neo-liberal educator’s desire for compliance. Power and Education, 9(1), 37–50. https://doi.org/10.1177/1757743817692829
  • Blackmore, J. (2006). Deconstructing diversity discourses in the field of educational management and leadership. Educational Management Administration & Leadership, 34(2), 181–199. https://doi.org/10.1177/1741143206062492
  • Blackmore, J. (2011). Lost in translation? Emotional intelligence, affective economies, leadership and organizational change. Journal of Educational Administration and History, 43(3), 207–225. https://doi.org/10.1080/00220620.2011.586455
  • Blackmore, J. (2013). A feminist critical perspective on educational leadership. International Journal of Leadership in Education, 16(2), 139–154. https://doi.org/10.1080/13603124.2012.754057
  • Blackmore, J. (2017). ‘In the shadow of men’: The historical construction of educational administration as a ‘masculinist’enterprise. In J. Blackmore & J. Kenway (Eds.), Gender matters in educational administration and policy (pp. 27–48). Routledge.
  • Blackmore, J., & Sachs, J. (2007). Performing and reforming leaders: Gender, restructuring, and organizational change. State University of New York Press.
  • Blount, J. (2008). History as a way of understanding and motivating: Social justice work in education. In I. Bogotch, F. Beachum, J. Blount, J. S. Brooks, F. English, & J. Jansen (Eds.), Radicalizing educational leadership: Dimensions of social justice (pp. 17–37). Sense Publishers.
  • Bogotch, I., Beachum, F., Blount, J., Brooks, J. S., English, F., & Jansen, J. (2008). Radicalising educational leadership: Dimensions of social justice. Sense Publishers.
  • Bourdieu, P. (1977). Outline of a theory of practice. (R. Nice, Trans.). Cambridge University Press.
  • Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in education, society and culture, (R. Nice, Trans.) (Second ed.). Sage Publications Ltd.
  • Bourdieu, P. (1990a). In other words: Essays towards a reflexive sociology. (M. Adamson, Trans.). Stanford University Press.
  • Bourdieu, P. (1990b). The logic of practice. (R. Nice, Trans.). Stanford University Press.
  • Bourdieu, P. (2006). Cultural reproduction and social reproduction. In D. B. Grusky & S. Szeleny (Eds.), Inequality: Classic readings in race class and gender (pp. 257–271). Westview Press.
  • Bourdieu, P. (2010). Distinction: A social critique of the judgement of taste. (R. Nice, Trans.). Routledge.
  • Bourdieu, P., & Wacquant, L. (1989). Towards a reflexive sociology: A workshop with Pierre Bourdieu. Sociological Theory, 7(1), 26–63. https://doi.org/10.2307/202061
  • Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Polity Press.
  • Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011). Taking context seriously: Towards explaining policy enactments in the secondary school. Discourse: Studies in the Cultural Politics of Education, 32(4), 585–596. https://doi.org/10.1080/01596306.2011.601555
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Brooks, J. S. (2012). Black school, White school: Racism and educational (mis)leadership. Teachers College Press.
  • Brooks, J. S., Jean-Marie, G., Normore, A. H., & Hodgins, D. W. (2007). Distributed leadership for social justice: Influence and equity in an urban high school. Journal of School Leadership, 17(4), 378–408. https://doi.org/10.1177/105268460701700402
  • Brooks, J. S., & Tooms, A. K. (2008). A dialectic of social justice: Learning to lead through reflection and dialogue. Journal of School Leadership, 18(2), 134–163. https://doi.org/10.1177/105268460801800202
  • Brown, G. P. (2013). The revolt of aspirations: Contesting neoliberal social hope. ACME: An International Journal for Critical Geographies, 12(3), 419–430. https://acme-journal.org/index.php/acme/article/view/970
  • Brown, K. M. (2004). Assessing preservice leaders’ beliefs, attitudes, and values regarding issues of diversity, social justice, and equity: A review of existing measures. Equity & Excellence in Education, 37(4), 332–342. https://doi.org/10.1080/10665680490518948
  • Brown, K. M. (2008). ‘Trusting’ schools to meet the academic needs of African‐American students? Suburban mothers’ perspectives. International Journal of Qualitative Studies in Education, 21(5), 471–485. https://doi.org/10.1080/09518390802297763
  • Brown, K. M., Benkovitz, J., Muttillo, A. J., & Urban, T. (2011). Leading schools of excellence and equity: Documenting effective strategies in closing achievement gaps. Teachers College Record, 113(1), 57–96. https://www.tcrecord.org/content.asp?contentid=15988
  • Brown, W. (2011). Neoliberalized knowledge. History of the Present, 1(1), 113–129. https://doi.org/10.5406/historypresent.1.1.0113
  • Camina, M. M., & Iannone, P. (2014). Housing mix, school mix: Barriers to success. Journal of Education Policy, 29(1), 19–43. https://doi.org/10.1080/02680939.2013.783933
  • Cohen, M. I. (2014). ‘In the back of our minds always’: Reflexivity as resistance for the performing principal. International Journal of Leadership in Education, 17(1), 1–22. https://doi.org/10.1080/13603124.2013.804208
  • Crawford, K. (2010). Schooling, citizenship and the myth of the meritocracy. Citizenship, Social and Economics Education, 9(1), 3–13. https://doi.org/10.2304/csee.2010.9.1.3
  • Cunliffe, A. L. (2004). On becoming a critically reflexive practitioner. Journal of Management Education, 28(4), 407–426. https://doi.org/10.1177/1052562904264440
  • Day, C. (2005). Principals who sustain success: Making a difference in schools in challenging circumstances. International Journal of Leadership in Education, 8(4), 273–290. https://doi.org/10.1080/13603120500330485
  • Dorling, D. (2015). Injustice: Why social inequality still persists (revised edition). Policy Press.
  • Dorsch, P., Phillips, J., & Crowe, C. (2016). Poverty In Australia. Australian Council of Social Service.
  • Doxtdator, B. (2019). Education beyond risk: Vulnerability as a challenge to neoliberalism’s colour-blind order. In D. M. Netolicky, J. Andrews, & C. Paterson (Eds.), Flipping the system, but in which direction? Reclaiming education as a public concern (pp. 43–52). Routledge.
  • Eacott, S. (2010). Bourdieu’s strategies and the challenge for educational leadership. International Journal of Leadership in Education, 13(3), 265–281. https://doi.org/10.1080/13603120903410587
  • Eacott, S. (2015). The principalship, autonomy, and after. Journal of Educational Administration and History, 47(4), 1–18. https://doi.org/10.1080/00220620.2015.996866
  • Francis, B., & Mills, M. (2012). Schools as damaging organisations: Instigating a dialogue concerning alternative models of schooling. Pedagogy, Culture & Society, 20(2), 251–271. https://doi.org/10.1080/14681366.2012.688765
  • Francis, B., Mills, M., & Lupton, R. (2017). Towards social justice in education: Contradictions and dilemmas. Journal of Education Policy, 32(4), 414–431. https://doi.org/10.1080/02680939.2016.1276218
  • Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48(2), 191–229. https://doi.org/10.1177/0013161X11427394
  • Gewirtz, S. (2006). Towards a contextualized analysis of social justice in education. Educational Philosophy and Theory, 38(1), 69–81. d oi: d oi.h ttps://doi.org/1 0.1111/j.1469-5812.2006.00175.x
  • Giroux, H. A. (2005). Cultural studies in dark times: Public pedagogy and the challenge of neoliberalism. Fast Capitalism, 1(2), 75–86. https://doi.org/10.3726/978-1-4539-1270-6/25
  • Giroux, H. A. (2009). Critical theory and educational practice. In A. Darder, M. P. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 27–51). Routledge.
  • Gonski, D., Boston, K., Greiner, K., Lawrence, C., Scales, B., & Tannock, P. (2011). Review of funding for schooling: Final report. Australian Government.
  • Gunter, H. M. (2001). Critical approaches to leadership in education. Journal of Educational Enquiry, 2(2), 94–108. https://ojs.unisa.edu.au/index.php/EDEQ/article/view/583
  • Haig, T. (2014). Equipping schools to fight poverty: A community hub approach. Educational Philosophy and Theory, 46(9), 1018–1035. https://doi.org/10.1080/00131857.2014.931006
  • Hayes, D., Christie, P., Mills, M., & Lingard, B. (2004). Productive leaders and productive leadership: Schools as learning organisations. Journal of Educational Administration, 42(5), 520–538. https://doi.org/10.1108/09578230410554043
  • Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers & schooling making a difference: Productive Pedagogies, assessment and performance. Allen & Unwin.
  • Holloway, S. L., & Pimlott-Wilson, H. (2011). The politics of aspiration: Neo-liberal education policy, ‘low’ parental aspirations, and primary school Extended Services in disadvantaged communities. Children’s Geographies, 9(1), 79–94. https://doi.org/10.1080/14733285.2011.540441
  • Horsford, S. D. (2011). Learning in a burning house: Educational inequality, ideology, and (dis)integration. Teachers College Press.
  • Keddie, A. (2012). Schooling and social justice through the lenses of Nancy Fraser. Critical Studies in Education, 53(3), 263–279. https://doi.org/10.1080/17508487.2012.709185
  • Keddie, A. (2016). School autonomy as ‘the way of the future’: Issues of equity, public purpose and moral leadership. Educational Management Administration & Leadership, 44(5), 713–727. https://doi.org/10.1177/1741143214559231
  • Kerr, K., Dyson, A., & Raffo, C. (2014). Educational disadvantage and place: Making the local matter. Policy Press.
  • Lamb, S., Jackson, J., Walstab, A., & Huo, S. (2015). Educational opportunity in Australia 2015: Who succeeds and who misses out. Mitchell Institute, Centre for International Research on Education Systems, Victoria University.
  • Lingard, B., Hayes, D., Mills, M., & Christie, P. (2003). Leading learning: Making hope practical in schools. Open University Press.
  • Littler, J. (2013). Meritocracy as plutocracy: The marketising of ‘equality’ under neoliberalism. New Formations: A Journal of Culture/theory/politics, 80-81(80), 52–72. https://doi.org/10.3898/NewF.80/81.03.2013
  • Littler, J. (2017). Against meritocracy: Culture, power and myths of mobility. Routledge.
  • Lupton, R., & Hempel-Jorgensen, A. (2012). The importance of teaching: Pedagogical constraints and possibilities in working-class schools. Journal of Education Policy, 27(5), 601–620. https://doi.org/10.1080/02680939.2012.710016
  • MacDonald, K. (2019). Robinson Crusoe and the Island of Despair: Heroic metaphors and contradiction in leading for social justice. Journal of Educational Administration and History, 51(2), 133–148. https://doi.org/10.1080/00220620.2019.1583174
  • McLachlan, R., Gilfillan, G., & Gordon, J. (2013). Deep and persistent disadvantage in Australia. Productivity Commission.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Mills, C., & Gale, T. (2010). Schooling in disadvantaged communities: Playing the game from the back of the field. Dordrecht Springer.
  • Moorosi, P. (2014). Constructing a leader’s identity through a leadership development programme: An intersectional analysis. Educational Management Administration & Leadership, 42(6), 792–807. https://doi.org/10.1177/1741143213494888
  • Moreton-Robinson, A. (2000). Talkin’up to the white woman: Aboriginal women and feminism. University of Queensland Press.
  • Niesche, R. (2017a). Critical perspectives in educational leadership: A new ‘theory turn’? Journal of Educational Administration and History, 50(3), 145–158. https://doi.org/10.1080/00220620.2017.1395600
  • Niesche, R. (2017b). Perpetuating inequality in education: Valuing purpose over process in educational leadership. In A. H. Normore & J. S. Brooks (Eds.), The dark side of leadership: Identifying and overcoming unethical practice in organizations (Vol. 26, pp. 235–252). Emerald Group Publishing Limited.
  • Niesche, R., & Keddie, A. (2015). Leadership, ethics and schooling for social justice. Routledge.
  • Oplatka, I., & Arar, K. (2015). Leadership for social justice and the characteristics of traditional societies: Ponderings on the application of western-grounded models. International Journal of Leadership in Education, 19(3), 352–369. https://doi.org/10.1080/13603124.2015.1028464
  • Piketty, T. (2014). Capital in the twenty-first century. (A. Goldhammer, Trans.). The Bellknapp Press of Harvard University Press.
  • Reay, D. (2004). ‘It’s all becoming a habitus’: Beyond the habitual use of habitus in educational research. British Journal of Sociology of Education, 25(4), 431–444. https://doi.org/10.1080/0142569042000236934
  • Reay, D. (2013). Social mobility, a panacea for austere times: Tales of emperors, frogs, and tadpoles. British Journal of Sociology of Education, 34(5–6), 660–677. https://doi.org/10.1080/01425692.2013.816035
  • Robinson, V., Hohepa, M., & Lloyd, C. (2015). School leadership and student outcomes: Identifying what works and why: Best evidence synthesis (BES). New Zealand Ministry of Education.
  • Rogers, C. (2012). Inclusive education, exclusion and difficult difference: A call for humanity? British Journal of Sociology of Education, 33(3), 475–485. https://doi.org/10.1080/01425692.2012.664915
  • Simmons, R., & Smyth, J. (2018). Education and working-class youth: Reshaping the politics of inclusion. Springer.
  • Sinclair, A., & Wilson, V. (2002). New faces of leadership. Melbourne University Press.
  • Smyth, J. (2012). The socially just school and critical pedagogies in communities put at a disadvantage. Critical Studies in Education, 53(1), 9–18. https://doi.org/10.1080/17508487.2012.635671
  • Smyth, J., & McInerney, P. (2013). ‘Ordinary kids’ navigating geographies of educational opportunity in the context of an Australian ‘place-based intervention. Journal of Education Policy, 29(3), 1–17. https://doi.org/10.1080/02680939.2013.794304
  • Spohrer, K., Stahl, G., & Bowers-Brown, T. (2018). Constituting neoliberal subjects? ‘Aspiration’ as technology of government in UK policy discourse. Journal of Education Policy, 33(3), 327–342. https://doi.org/10.1080/02680939.2017.1336573
  • Streeck, W. (2017). How will capitalism end? Essays on a failing system. Verso.
  • Sweetman, P. (2003). Twenty-first century dis-ease? Habitual reflexivity or the reflexive habitus. The Sociological Review, 51(4), 528–549. https://doi.org/10.1111/j.1467-954X.2003.00434.x
  • Taysum, A., & Gunter, H. M. (2008). A critical approach to researching social justice and school leadership in England. Education, Citizenship and Social Justice, 3(2), 183–199. https://doi.org/10.1177/1746197908090083
  • Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. Teachers College Press.
  • Theoharis, G., & Causton-Theoharis, J. N. (2008). Oppressors or emancipators: Critical dispositions for preparing inclusive school leaders. Equity & Excellence in Education, 41(2), 230–246. https://doi.org/10.1080/10665680801973714
  • Thomson, P. (2002). Schooling the rustbelt kids: Making the difference in changing times. Trentham Books.
  • Vinson, T., Rawsthorne, M., Beavis, A., & Ericson, M. (2015). Dropping off the edge: Persistent communal disadvantage in Australia. Jesuit Social Services/Catholic Social Services Australia.
  • Wilkins, R. (2017). The household, income and labour dynamics in Australia survey: Selected findings from waves 1 to 15. The 12th annual statistical report of the HILDA survey. Applied Economic & Social Research, Melbourne Institute.
  • Wilkinson, J. (2008). Good intentions are not enough: A critical examination of diversity and educational leadership scholarship. Journal of Educational Administration and History, 40(2), 101–112. https://doi.org/10.1080/00220620802210855
  • Wilkinson, J. (2018). “We’re going to call our kids ‘African Aussies’”: Leading for diversity in regional Australia. In J. Wilkinson & L. Bristol (Eds.), Educational leadership as a culturally-constructed practice: New directions and possibilities (pp. 54–74). Routledge.
  • Young, M. D. (2015). Effective leadership preparation. Journal of Research on Leadership Education, 10(1), 3–10. https://doi.org/10.1177/1942775115569419
  • Zipin, L., Sellar, S., Brennan, M., & Gale, T. (2015). Educating for futures in marginalized regions: A sociological framework for rethinking and researching aspirations. Educational Philosophy and Theory, 47(3), 227–246. https://doi.org/10.1080/00131857.2013.839376

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.