233
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Social Justice Leadership in Spanish Schools: Researcher Perspectives

, ORCID Icon & ORCID Icon

References

  • Angelle, P. S., & Torrance, D. (2019). The significance of context in the enactment of social justice. In P. Angelle & D. Torrance (Eds.), Cultures of justice: International studies of social justice enactment (pp. 195–208). Palgrave Publishers, Ltd.
  • Antúnez, S. (2004). Organización escolar y acción directiva. Secretaría de Educación Pública.
  • Antúnez, S., Silva, P., & Slater, C. (2019b). Attention to the rights of students who are children of immigrant families. The case of high complexity schools in Catalonia. In K. Arar, J. S. Brooks, & I. Bogotch (Eds.), Education, immigration, and migration: Policy, leadership and praxis for a changing world (pp. 251–256). Emerald Publishing.
  • Antúnez, S., & Güell, M. (2019). La dirección de sí mismo. Orientaciones para principales y principalas escolares. Horsori Editorial.
  • Antúnez, S., Silva, P., & Slater, C. (2019a). Factors affecting emotional management in highly complex schools: The case of two Spanish schools’. In I. Oplatka & K. Arar (Eds.). Emotion management and feelings in teaching and educational leadership (studies in educational administration) (pp. 149–170). Emerald Publishing Limited.
  • 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
  • Belavi, G., & Murillo Torrecilla, F. J. (2016). Educación, democracia y justicia social. Revista Internacional de Educación para la Justicia Social (RIEJS), 5(1), 13–34.
  • Blackmore, J. (2009). Leadership for social justice: A transnational dialogue. Journal of research on leadership education, 4(1), 1–10.
  • Bogotch, I., & Shields, C. M. (Eds.). (2014). International handbook of educational leadership and social (in) justice. Springer.
  • Bravo, A., & Santos-González, I. (2017). Menores extranjeros no acompañados en España: necesidades y modelos de intervención. Psychosocial Intervention, 26(1), 55–62. https://doi.org/10.1016/j.psi.2015.12.001
  • Breese, P. E., Burman, W. J., Goldberg, S., & Weis, S. E. (2007). Education level, primary language, and comprehension of the informed consent process. Journal of Empirical Research on Human Research Ethics, 2(4), 69–79. https://doi.org/10.1525/jer.2007.2.4.69
  • Brooks, J.S., Normore, A.H., & Wilkenson, J. (2017). School leadership, social justice, and immigration. International Journal of School Management.
  • Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
  • Burns, J. M. (1978). Leadership. Harper and Row Publishers.
  • Bush, T. (2019). Mejora escolar y modelos de liderazgo: hacia la comprensión de un liderazgo efectivo (School improvement and leadership models: towards the understanding of an effective leadership). Revista Eletrônica de Educação, 13(1), 107–122.
  • CEAR. (2019). Las personas refugiadas en España y Europa. Comisión Española de Ayuda al Refugiado.
  • Coffey, A., & Atkinson, P. (2005). Encontrar el sentido a los datos cualitativos. Digitalia-Scripta Humanistica.
  • Crawford, E. R. (2017). The ethic of community and incorporating undocumented immigrant concerns into ethical school leadership. Educational Administration Quarterly, 53(2), 147–179. https://doi.org/10.1177/0013161X16687005
  • Cribb, A., & Gewirtz, S. (2003). Towards a sociology of just practices: An analysis of plural conceptions of justice. In C. Vincent (Ed.), Social justice, education and identity (pp. 15–30). RoutledgeFalmer.
  • Da Costa, S., Páez, D., Sánchez, F., Gondim, S., & Rodríguez, M. (2014). Factors favoring innovation in organizations: An integration of meta-analyses. Revista de Psicología del Trabajo y de las Organizaciones, 30(2), 67–74. https://doi.org/10.1016/j.rpto.2014.06.006
  • DeFlaminis, J., Abdul-Jabbar, M., & Yoak, E. (2016). Distributed leadership in schools. A practical guide for learning and improvement. Routledge.
  • DeMatthews, D. E., Edwards, D. B., & Rincones, R. (2016). Social justice leadership and family engagement: A successful case from Ciudad Juárez, Mexico. Educational Administration Quarterly, 52(5), 754–792.
  • Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. Sage Publications.
  • Departament d’Educació. (2004). Pla per a la Llengua i la Cohesió social. http://www.xtec.cat/serveis/eap/e3900133/pdf/cohesio.pdf
  • Drago‐Severson, E., 1, & Pinto, K. C. (2006). School leadership for reducing teacher isolation: Drawing from the well of human resources. International Journal of Leadership in Education, 9(2), 129–155. https://doi.org/10.1080/13603120500508080
  • Fraser, N. (2008). La justicia social en la era de la política de identidad: redistribución, reconocimiento y participación. Revista de trabajo, 4(6),  83–102. http://www.trabajo.gob.ar/downloads/estadisticas/2009n06_revistaDeTrabajo.pdf
  • Friese, S. (2016). Atlas. ti 8 Windows: Quick Tour. Atlas. ti Scientific Software Development. http://downloads.atlasti.com/docs/quicktour/QuickTour_a8_win_es.pdf
  • García Rubio, J. (2017). Evolución legislativa de la educación inclusiva en España. Revista Nacional e Internacional de Educación Inclusiva, 10(1), 251–264.
  • García-Carmona, A., Manassero Mas, M. A., & Vázquez Alonso, Á. (2012). Comprensión de los estudiantes sobre naturaleza de la ciencia: análisis del estado actual de la cuestión y perspectivas. Enseñanza de las Ciencias, 30(1), 0023–34.
  • Gay, G. (1994). Coming of age ethnically: Teaching young adolescents of color Theory into Practice. Theory into Practice, 33(3), 149–155. https://doi.org/10.1080/00405849409543633
  • GenCat. (2020). Dictamen 1/202. Projecte de decret de la programació de l’oferta educativa i del procediment d’admissió en els centres del Servei d’Educació de Catalunya. http://ensenyament.gencat.cat/web/.content/home/departament/normativa/disposicions-normatives/projectes-decret/dadmissio/dadmissio-dictamen-cec.pdf
  • Generalitat de Catalunya. (2017). DECRET 150/2017, de 17 d’octubre, de l’atenció educativa a l’alumnat en el marc d’un sistema educatiu inclusiu. https://bit.ly/2AFIBc3
  • Glasser, B., & Strauss, A. (2009). The discovery of grounded theory: Strategies for qualitative research. Transaction Publishers.
  • González, M. T. G. (2014). El liderazgo para la justicia social en organizaciones educativas. Revista internacional de educación para la justicia social (RIEJS), 3(2), 85–106. https://repositorio.uam.es/handle/10486/666737
  • Gurr, D., Drysdale, L., & Goode, H. (2020). Global research on principal leadership. In R. Papa (Ed.), [Oxford] encyclopedia of educational administration. Oxford University Press. http://doi.org/10.1093/acrefore/9780190264093.013.714
  • Hernández-Castilla, R., Euán Ramírez, R., & Hidalgo Farrán, N. (2013). Prácticas del liderazgo escolar implicado en la promoción de la justicia social: estudio de un caso en educación secundaria. Profesorado. Revista De Currículum Y Formación Del Profesorado, 17(2), 263–280.
  • Instituto Nacional de Estadistica (2020). Statistical Organization in Spain. https://www.ine.es/ss/Satellite?pagename=INEHome%2FHOMELayout&L=1
  • Julià Traveria, R., Mata Romeu, A., & Pelegrí Vianya, X. (2016). La participación familia-Escuela. Encuentros y desencuentros. Una visión desde los profesionales externos. Documentos de trabajo social, 2016, núm. Edición especial, 135–143.
  • 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
  • Knox, S., & Burkard, A. W. (2009). Qualitative research interviews. Psychotherapy Research, 19(4–5), 566–575. https://doi.org/10.1080/10503300802702105
  • Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge: How to make extraordinary things happen in organizations (5th ed.). Jossey Bass Incorporated.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 159–165. https://journals.sagepub.com/doi/abs/10.3102/00028312032003465
  • Levitan, J. (2019). Incorporating participant voice in culturally responsive leadership: A case study. Leadership and Policy in Schools, 1–17. https://doi.org/10.1080/15700763.2019.1585546
  • Llorent-Bedmar, V., Cobano-Delgado, V., & Navarro-Granados, M. (2019). School leadership in disadvantaged contexts in Spain: Obstacles and improvements. Educational Management Administration & Leadership, 47(1), 147–164. https://doi.org/10.1177/1741143217728084
  • López Yáñez, J., García Jiménez, E., Oliva Rodríguez, R., Moreta Jurado, B., & Bellerín, A. (2014). El liderazgo escolar a través del análisis de la actividad diaria de los principales. Reice. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(5), 61–78. https://idus.us.es/handle/11441/34589
  • McMillan, J. H., & Schumacher, S. (2005). Investigación educativa una introducción conceptual. Pearson educación.
  • McNae, R., Morrison, M., & Notman, R. (Eds.). (2017). Educational leadership in Aotearoa New Zealand: Issues of context and social justice. New Zealand Council for Educational Research.
  • Mora, C., Spirandelli, D., Franklin, E. C., Lynham, J., Kantar, M. B., Miles, W., Smith, C. Z., Freel K., Moy J., Louis, L. V., Barba. E. W., Bettinger, K., Frazier, A. G., Colburn IX, J. F., Hanasaki, N., Hawkins, E., Hirabayashi, Knorr, W., Little, C. M., ... Emanuel, K. (2018). Broad threat to humanity from cumulative climate hazards intensified by greenhouse gas emissions. Nature Climate Change, 8(12), 1062–1071
  • Moral-Santaella, C., Amores-Fernández, F. J., & Ritacco-Real, M. (2016). Liderazgo distribuido y capacidad de mejora en centros de educación secundaria. Estudios sobre educación, 30, 115–143. https://dadun.unav.edu/handle/10171/40344
  • Murillo, F. J., & Hernández-Castilla, R. (2014). Liderando escuelas justas para la justicia social. Revista Internacional de Educación para la Justicia Social, 3(2), 13–32. https://repositorio.uam.es/handle/10486/666733
  • Osses, A., Bellei, C., & Valenzuela, J. P. (2015). External technical support for school improvement: Critical issues from the Chilean experience. Journal of Educational Administration and History, 47(3), 272–293. https://doi.org/10.1080/00220620.2015.1038699
  • Perrenoud, P. (2012). Diez nuevas competencias para enseñar. Editorial Graó.
  • Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Education Development, 31(1), 50–58. https://doi.org/10.1016/j.ijedudev.2010.06.009
  • Puigdellívol, I., Petreñas, C., Siles, B., & Jardí, A. (2019). Estrategias de apoyo en la escuela inclusiva. Editorial Graó.
  • Rawls, A. J. (1971). A theory of justice. Harvard University Press.
  • Santamaría, L. J. (2014). Critical change for the greater good: Multicultural perceptions in educational leadership toward social justice and equity. Educational Administration Quarterly, 50(3), 347–391. https://journals.sagepub.com/doi/full/10.1177/0013161X13505287?casa_token=b7KDea5zhecAAAAA%3AZnKu6qj1qdTRtNB-S79fWKxCmmSAXCAqCiaXq2UOQHBJ2krO5lg-4jpyHGkwoQxK8mrWEVqUqVokiQ
  • Shields C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589.
  • Shields, C. (2016). Transformative leadership primer. Peter Lang.
  • Silva, P., Antúnez, S., & Slater, C. (2020). Towards social justice in highly complex schools in Catalonia, Spain. Educational Management Administration and Leadership. https://doi.org/10.1177/1741143219898487
  • Silva, P., Bravo, A., & Flores, O. (2018). La formación de principales escolares en Cataluña. Lecciones aprendidas a cinco años del decreto de dirección. Bordón Revista De Pedagogía, 70(1), 109–124. https://repositori.udl.cat/handle/10459.1/62598
  • Silva, P., Slater, C. L., Lopez Gorosave, G., Cerdas,V., Torres, N., Antunez, S., & Briceno, F. (2017). Educational leadership for social justice in Costa Rica, Mexico, and Spain. Journal of Educational Administration, 55(3), 316–333.
  • Slater, C. L., Silva, P., Lopez Gorosave, G., Morrison, M., Antúnez, S., Corrales Maytorena, B. M., & McNae, R. (2019). Leadership for social justice in schools in Mexico, New Zealand, and Spain. In P. Angelle & D. Torrance (Eds.), Cultures of justice: International studies of social justice enactment (pp. 121–146). Palgrave Publishers, Ltd.
  • Slater, C. L., Gorosave, G. L., Silva, P., Torres, N., Antúnez, S. & Romero, A. (2017). Women becoming social justice leaders with an inclusive view in Costa Rica, Mexico, and Spain. Research in Educational Administration & Leadership, 2(1), 78–104.
  • Slater, C. L., Lopez Gorosave, G., Cerdas,V., Rosabal, S., Torres, N., & Briceno, F. (2016). Teachers’ perceptions of social justice and school leadership in Costa Rica and Mexico. Journal of Educational Leadership Policy and Practice, 31(2), 151–164.
  • Spillane, J. P. (2012). Distributed leadership. John Wiley & Sons.
  • Stake, R. E. (2008). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 119–149). Sage Publications, Inc.
  • UNICEF. (2019). Niños, extranjeros y solos en España: cuando la desprotección se multiplica. https://www.unicef.es/blog/ninos-extranjeros-y-solos-en-espana-cuando-la-desproteccion-se-multiplica
  • Weitzman, E., & Miles, M. B. (1995). Computer programs for qualitative data analysis. Sage.
  • Wexler Eckman, E. (2018). A case study of the implementation of the co-principal leadership model. Leadership and Policy in Schools, 17(2), 189–203. https://doi.org/10.1080/15700763.2016.1278243
  • Woods, P., & Roberts, A. (2013). Distributed Leadership and Social Justice: A case study investigation of distributed leadership and the extent to which it promotes social justice and democratic practices. University of Hertfordshire, UK. School Leadership as a driving force for equity and learning. Comparative perspective 4.1. Lifelong Learning Programme of the European Union.

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.