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Article
Publication date: 17 August 2010

A. William Place, Julia Ballenger, Teresa A. Wasonga, Joyce Piveral and Carole Edmonds

The purpose of this paper is to focus on social justice issues identified by American principals. A research question that guided this qualitative study was: do educational…

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Abstract

Purpose

The purpose of this paper is to focus on social justice issues identified by American principals. A research question that guided this qualitative study was: do educational leaders relate to the concept of leadership for social justice?

Design/methodology/approach

The standardized protocol for focus group discussions was based on Krueger and Casey's work on how to conduct effective focus group interviews. Each focus group carefully followed the protocol, which was designed to give voice to the informants and not to be led by the moderator in preconceived directions. This procedure provided a framework to maintain consistency in eliciting and collecting information but not leading participants to discuss social justice issues just to please the researchers.

Findings

This paper both confirmed that principals are concerned with social justice and identified that some principals do not explicitly discuss issues that relate to social justice. Principals who raised social justice issues felt that leaders should be courageous enough to make decisions that are best for children, even though they may not be popular.

Research limitations/implications

Qualitative research such as this adds to the breadth and depth of human understanding, but findings cannot be generalized to any larger population.

Originality/value

The term social justice has become pervasive in US academic discussions, yet there has been little dialogue with practitioners and even less data examined concerning if the term has any relevance to practitioners. This paper explores the voices of practitioners in relation to a pervasive term in US academic discourse.

Details

International Journal of Educational Management, vol. 24 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 June 2011

Genie Bingham Linn

This study leads the reader on a learning journey with the heroic metaphors derived from heroic myths of today’s pop culture to the views shared by aspiring administrators…

55

Abstract

This study leads the reader on a learning journey with the heroic metaphors derived from heroic myths of today’s pop culture to the views shared by aspiring administrators. Viewing the students’ leadership vision of self as hero provided insight to guiding students in their personal leadership journey. By naming and describing self as hero, future administrators examined and then revised their own mental models for leadership by translating pop culture characters from Spiderman to McGyver to their own heroic metaphor and vision of school leaders.

Details

Journal of Leadership Education, vol. 10 no. 2
Type: Research Article
ISSN: 1552-9045

Available. Content available
Article
Publication date: 5 December 2016

Andrew J. Hobson, Linda J. Searby, Lorraine Harrison and Pam Firth

496

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 4
Type: Research Article
ISSN: 2046-6854

Available. Content available
Article
Publication date: 4 December 2017

Andrew J. Hobson and Linda J. Searby

842

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 4
Type: Research Article
ISSN: 2046-6854

Available. Content available
Article
Publication date: 17 August 2010

Brian Roberts

486

Abstract

Details

International Journal of Educational Management, vol. 24 no. 6
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 28 September 2010

Margaret Grogan

This short essay aims to reflect on the global experiences women in education have had in becoming leaders as noted in the articles in this special issue on women's leadership.

7006

Abstract

Purpose

This short essay aims to reflect on the global experiences women in education have had in becoming leaders as noted in the articles in this special issue on women's leadership.

Design/methodology/approach

The essay draws upon relevant historical and contemporary literature about women in the professions and in the workforce.

Findings

The case is made for women educational leaders from kindergarten through higher education to reshape leadership rather than lead as men have done in the past.

Originality/value

The essay highlights this moment in history is seen as particularly promising for women leaders who are no longer anomalies, but who have not yet redefined leadership.

Details

Journal of Educational Administration, vol. 48 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

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