455
Views
4
CrossRef citations to date
0
Altmetric
Research Article

Educational Leadership for Social Justice in Multicultural Contexts: The Case of Melilla, Spain

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Aguado, O. V., Borrero, M. A. F., & Pérez, P. A. (2014). La aportación de los grados de desarrollo de la sensibilidad y competencia intercultural. Perspectiva comparada entre Trabajo Social y Psicología. Cuadernos de Trabajo Social, 27(2), 307–317. https://doi.org/10.5209/rev_CUTS.2014.v27.n2.44679
  • Ainscow, M., & West, M. (2008). Mejorar las escuelas urbanas: Liderazgo y colaboración (Vol. 112). Narcea Ediciones.
  • Alba, R., & Foner, N. (2015). Mixed unions and immigrant-group integration in North America and Western Europe. The ANNALS of the American Academy of Political and Social Science, 662(1), 38–56. https://doi.org/10.1177/0002716215594611
  • Alba, R., & Holdaway, J. (Eds.). (2013). The children of immigrants at school: A comparative look at integration in the United States and Western Europe. NYU Press.
  • Angelle, P. S. (2017). Beliefs and behaviors of two high school principals in developing a sense of school community for students. NASSP Bulletin, 101(1), 5–22. https://doi.org/10.1177/0192636517694957
  • Arar, K., Örücü, D., & Ak Küçükçayir, G. (2020). A holistic look at education of the Syrians under temporary protection in Turkey: Policy, leadership and practice. International Journal of Leadership in Education, 23(1), 7–23. https://doi.org/10.1080/13603124.2019.1603401
  • Arar, K., Örücü, D., & Ak Küçükçayır, G. (2019). Culturally relevant school leadership for Syrian refugee students in challenging circumstances. Educational Management Administration & Leadership, 47(6), 960–979. https://doi.org/10.1177/1741143218775430
  • Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19(1), 3–49. https://doi.org/10.3102/0091732X019001003
  • Bardin, L. (1996). Análisis de contenido. Akal.
  • Bass, B. M. (1981). Stogdill’s handbook of leadership. Free Press.
  • Blackmore, J. (2006). Social justice and the study and practice of leadership in education: A feminist history. Journal of Educational Administration and History, 38(2), 185–200. https://doi.org/10.1080/00220620600554876
  • Bogotch, I. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138–156. https://doi.org/10.1177/105268460201200203
  • Bogotch, I. (2015). What is social justice leadership? In D. Griffiths & J. P. Portelli (Eds.), Key questions for educational leaders. (pp. 131–135). Works & Dees Publishing and Edphil.
  • Brooks, J. S., Normore, A. H., & Wilkinson, J. (2017). School leadership, social justice and immigration: Examining, exploring and extending two frameworks. International Journal of Educational Management, 31(5), 679–690. https://doi.org/10.1108/IJEM-12-2016-0263
  • Burrello, L. C., Lashley, C., & Beatty, E. E. (2001). Educating all students together: How school leaders create unified systems. Corwin Press.
  • Camilleri, C. (1992). From multicultural to intercultural: how to move from one to the other. In Lynch, J., Modgil, C. & Modgil, S. (Eds.), Cultural Diversity and The Schools. Education for Cultural Diversity: Convergence and Divergence Vol 1. (pp. 141-151). London: The Falmer Press..
  • Campos-Soto, A., Aznar, I., Rodríguez-García, A. M., & Rodríguez, C. (2018). Perceptions of shared leadership through ICT in secondary schools in the city of Melilla. In P. Novais, J. J. Jung, J. G. Villarubia, A. Fernández-Caballero, E. Navarro, P. González, D. Caneiro, A. Pinto, & A. T. Campbell (Eds.), International symposium on ambient intelligence (pp. 208–215). Springer.
  • Carter, P. L. (2010). Race and cultural flexibility among students in different multiracial schools. Teachers College Record, 112(6), 1529–1574.
  • Crul, M., Holdaway, J., De Valk, H., Fuentes, N., & Zaal, M. (2014). Educating the children of immigrants in old and new Amsterdam. In R. Alba & J. Holdaway (Eds.), The children of immigrants at school: A comparative look at integration in the United States and Western Europe (pp. 39–83). New York University Press.
  • Crul, M., Schneider, J., & Lelie, F. (Eds.). (2012). The European second generation compared: Does the integration context matter? Amsterdam University Press.
  • Dantley, M. E., & Tillman, L. C. (2006). Social justice and moral transformative leadership. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (pp. 16–30). Pearson Education.
  • Fuentes-Mayorga, N. (2012, December 18–20). Plenary Speaker, “La escuela intercultural: Programas avanzados en Estados Unidos” Presented at the “XII Congreso interuniversitario de Organización de Instituciones Educativas”, Granada, Spain: Departamento de Didáctica y Organización Escolar, Facultad de Ciencias de la Educación. Universidad de Granada.
  • García Carmona, M. (2015). La educación actual: Retos para el profesorado. Revista Ibe-ro-Americana De Estudos Em Educação, 10(4), 1199–1211. https://doi.org/10.21723/riaee.v10i4.8262
  • García-Carmona, M., Evangelou, M., & Fuentes-Mayorga, N. (2020). ‘Hard-to-reach’parents: Immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 35(3), 337–358. https://doi.org/10.1080/02671522.2019.1568532
  • García-Carmona, M. (2014). Análisis de las percepciones sobre liderazgo y participación de las familias en asociaciones de madres y padres en contextos multiculturales Un estudio comparativo entre Nueva York y Granada [PhD diss.]. University of Granada.
  • García-Carmona, M., & García-Quero, F. (2018). Beyond Mo and PoMo: Trans-education for living well in a sustainable world. Educational Philosophy and Theory, 50(14), 1494–1495. https://doi.org/10.1080/00131857.2018.1461434
  • Gibson, M. A., & Carrasco, S. (2009). The education of immigrant youth: Some lessons from the US and Spain. Theory into Practice, 48(4), 249–257. https://doi.org/10.1080/00405840903188118
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
  • Gómez-Hurtado, I. (2014). El Equipo Directivo como Promotor de Buenas Prácticas para la Justicia Social: Hacia un Liderazgo Inclusivo. Revista Internacional de Educación para la Justicia Social (RIEJS), 3(2), 141–159. https://revistas.uam.es/riejs/article/view/343
  • Gooden, M. A., & O’Doherty, A. (2015). Do you see what I see? Fostering aspiring leaders’ racial awareness. Urban Education, 50(2), 225–255. https://doi.org/10.1177/0042085914534273
  • Gundara, J. S., & Sharma, N. (2010). Providing access to education: Intercultural and knowledge issues in the curriculum. In D. Mattheou (Ed.), Changing educational landscapes (pp. 93–105). Springer.
  • Hajisoteriou, C., & Angelides, P. (2014). Facing the ‘challenge’ school leadership in intercultural schools. Educational Management Administration & Leadership, 42(4_suppl), 65–82. https://doi.org/10.1177/1741143213502194
  • Horsford, S. D., Grosland, T., & Gunn, K. M. (2011). Pedagogy of the personal and professional: Toward a framework for culturally relevant leadership. Journal of School Leadership, 21(4), 582–606. https://doi.org/10.1177/105268461102100404
  • INE. (2017). España en cifras. Instituto Nacional de Estadística. https://www.ine.es/prodyser/espa_cifras/2017/files/assets/common/downloads/publication.pdf
  • Instituto de las Culturas de Melilla. (2019). https://institutodelasculturas.com/
  • James, E. (2001). Learning to bridge the digital divide. Organization for Economic Cooperation & Development (p. 224). The OECD Observer.
  • Johnson, L. S. (2006). “Making her community a better place to live”: Culturally responsive urban school leadership in historical context. Leadership and Policy in Schools, 5(1), 19–36. https://doi.org/10.1080/15700760500484019
  • Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383
  • King, F., & Travers, J. (2017). Social justice leadership through the lens of ecological systems theory. In P. S. Angelle (Ed.), A global perspective of social justice leadership for school principals (pp. 147–165). Information Age Publishing.
  • Lareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American Sociological Review, 67(5), 747–776. https://doi.org/10.2307/3088916
  • Leithwood, K., & Riehl, C. (2005). What we know about successful school leadership. In W. Firestone & C. Riehl (Eds.), A new agenda: Directions for research on educational leadership (pp. 22–47). Teachers College Press.
  • López, A. E. (2016). Culturally responsive and socially just leadership in diverse contexts. Palgrave MacMillan.
  • López-Castellano, F., García-Quero, F., & García-Carmona, M. (2019). Perspectives on human and social capital theories and the role of education: An approach from Mediterranean thought. Educational Philosophy and Theory, 51(1), 51–62. https://doi.org/10.1080/00131857.2018.1449106
  • Lumby, J., & Coleman, M. (2010). Leadership and diversity. School Leadership and Management, 30(1), 1–2. https://doi.org/10.1080/13632430903509691
  • Marmolejo, J. A., & Montero-Alonso, M. Á. (2009). Statistical and comparative analysis of education in Melilla (Spain). Investigación Operacional, 30(2), 149–155. http://docplayer.net/16226552-Revista-investigacion-operacional-vol-30-no-2-149-155-2009.html
  • MECD. (2017). Informe 2017 sobre el estado del sistema educativo. Curso 2015–2016. Secretaría General Técnica. http://www.cece.es/ftp/recursos/i2017cee.pdf
  • Méndez-Morse, S. (2000). Claiming forgotten leadership. Urban Education, 35(5), 584–596. https://doi.org/10.1177/0042085900355008
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Sage.
  • Miller, P., Roofe, C., & García-Carmona, M. (2019). School leadership, curriculum diversity, social justice and critical perspectives in education. In P. S. Angelle & D. Torrance (Eds.), Cultures of social justice leadership: An intercultural context of schools (pp. 93–119). Palgrave MacMillan.
  • Ministerio de Educación y Formación Profesional. (2019). Informe 2019 sobre el estado del sistema educativo. Ceuta y Melilla. Curso 2017‑2018. http://www.educacionyfp.gob.es/dam/jcr:fc2aa396-6bad-4bef-8576-d2b787f2da11/i19cee10-ceuta-melilla.pdf
  • Morato, J., Ruiz-Robles, A., Sánchez-Cuadrado, S., & Marzal, M. A. (2020). Technologies for digital inclusion: Good practices dealing with diversity. In M. Khosrow-Pour et al. (Eds.), Information Resources Management Association, Wealth Creation and Poverty Reduction: Breakthroughs in Research and Practice (pp. 17–37). IGI Global..
  • Murillo, F. J. (2006). Una dirección escolar para el cambio: Del liderazgo transformacional al liderazgo distribuido. REICE. Revista Iberoamericana de Calidad, Eficacia y Cambio en Educación, 4(4), 12–24. http://hdl.handle.net/10486/660840
  • Murillo, F. J. M., & Hernández-Castilla, R. (2011). Hacia un concepto de justicia social. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(4), 7–23. http://hdl.handle.net/10486/660840
  • Normore, A. H., & Brooks, J. S. (Eds.). (2014). Educational leadership for ethics and social justice: Views from the social sciences. Information Age Publishing.
  • OECD. (2010). International migration outlook, 2010.
  • OECD. (2012). International migration outlook 2012.
  • Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. University of California Press.
  • Portes, A., & Rumbaut, R. G. (2005). Introduction: The second generation and the children of immigrants longitudinal study. Ethnic and Racial Studies, 28(6), 983–999. https://doi.org/10.1080/01419870500224109
  • Robinson, K. K. (2017). Retracing the steps of the journey: A literature review of social justice leadership from a global context. In P. Angelle (Ed.), A global perspective of social justice leadership for school principals (pp. 21–41). Information Age Publishing.
  • Roth, F., & Thum, A. E. (2010). The key role of education in the Europe 2020 strategy (CEPS Working Document 338). Centre for European Policy Studies.
  • Santamaría, L. J., Santamaría, A. P., & Dam, L. I. (2014). Liderazgo Crítico Aplicado a través de Lentes Latinas: Un Enfoque Alternativo de Liderazgo Educativo. Revista Internacional de Educación para la Justicia Social, 3(2), 161–180. https://revistas.uam.es/riejs/article/view/344
  • Sarid, A. (2019). Social justice dilemmas: A multidimensional framework of social justice educational leadership. Leadership and Policy in Schools, 1–19. https://doi.org/10.1080/15700763.2019.1631856
  • Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge.
  • Shields, C. M. (2014). Leadership for social justice education: A critical transformative approach. In I. Bogotch & C. M. Shields (Eds.), International handbook of educational leadership and social (in)justice (pp. 323–339). Dordrecht: Springer.
  • Taysum, A., & Gunter, H. (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
  • Telles, E. E., & Ortiz, V. (2008). Generations of exclusion: Mexican-Americans, assimilation, and race. Russell Sage Foundation.
  • Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. https://doi.org/10.1177/0013161X06293717
  • Tójar, J. C. (2006). Investigación cualitativa. Comprender y actuar. La Muralla.
  • Vilà, R. (2006). La dimensión afectiva de la competencia comunicativa intercultural en la Educación Secundaria Obligatoria: Escala de Sensibilidad Intercultural. Revista de Investigación Educativa, 24(2), 353–372. https://revistas.um.es/rie/article/view/96891
  • Vrasidas, C., Zembylas, M., & Glass, G. V. (2009). ICT for education, development and social justice. Information Age Publishing, Inc.
  • Wade, J. M., Bean, A., & Teixeira-Poit, S. (2019). Students, universities and employers: Why we all win when we promote social justice through SoTL. International Journal for the Scholarship of Teaching and Learning, 13(3), 1–7. https://doi.org/10.20429/ijsotl.2019.130302
  • White, R. E., Cooper, K., & Mackey, W. (2014). Culturally relevant education and critical pedagogy: Devolution of hierarchies of power. Revista Internacional de Educación para la Justicia Social, 3(2), 123–140. https://revistas.uam.es/riejs/article/view/342
  • Willems, J. (2019). Digital equity: Considering the needs of staff as a social justice issue. Australasian Journal of Educational Technology, 35(6), 150–160. https://doi.org/10.14742/ajet.5503
  • Ylimaki, R. M., Jacobson, S. L., & Drysdale, L. (2007). Making a difference in challenging, high-poverty schools: Successful principals in the USA, England, and Australia. School Effectiveness and School Improvement, 18(4), 361–381. https://doi.org/10.1080/09243450701712486

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.