Educational Leadership and Social Justice: 4.0

Yıl 2024, Cilt: 9 Sayı: 2, 179 - 207, 30.06.2024

İra Bogotch

https://doi.org/10.30828/real.1421708

Öz

Given the continuous state of crisis of public education internationally, working through tensions, conflicts, and especially contradictions are how we can begin to slowly undue social injustices through research. The tentative hypothesized research agenda proposed in this essay, social justice 4.0, seeks to move the field of educational leadership from its currently and narrowly defined prescriptive research designs to thinking about social justice as a multi-dimensional construct and localized practice. A complex cross-sector/multi-inter-trans-dimensional design focused on educational problems are grounded in local and international public policies and always for the larger theoretical purpose of the public good.

Anahtar Kelimeler

Social Justice, Multi-Dimensional Conceptual Framework, Practice to Theory

Etik Beyan

No conflicts

Kaynakça

• References Arar, K, Bogotch, I., De La Rosa, Y., Guajardo, M., Fong, C., & Mifsud, D. (2024). Decolonizing Methods. In A. Lopez, & H. Singh (Eds), Decolonizing Knowledges. Palgrave.
• Arendt, H. (1963/1994). Eichmann in Jerusalem. Viking Press
• Argyris, C, and Schon, D. 1974. Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
• Beycioglu, K (2012). Will Evers and Lakomski be able to find leadership’s Holy Grail? KJEP 9, pp. 349-362
• Biesta, G. (2021). World-centred education. London/New York: Routledge.
• Biesta, G. (2011). Citizenship education reconsidered: Socialisation, subjectification, and the desire for democracy. Bildungsgeschichte. International Journal for the Historiography of Education 1(1), 58-67.
• Bogotch, I. (2023). Educational leadership research methods: a social reconstruction. In P. Woods, A. Roberts, M. Tian, and H. Youngs (Eds). Handbook on Leadership in Education, Chapter 28. 394–409. Elgar Publishing
• Bogotch, I. & Kervin, C. (2019). Leadership and Policy Dilemmas: Syrian Newcomers as Future Citizens of Ontario, Canada. In K. Arar, J. Brooks, & I. Bogotch Education, Immigration and Migration: Policy, Leadership and Praxis for a Changing World, Chapter 2, pp. 33-51. Emerald Publishers
• Bogotch, I., & Roy, C. (1997). The contexts of partial truths: An analysis of principal's discourse. Journal of Educational Administration. 35(3), 234-252.
• Bogotch, I. (2002), “Educational leadership and social justice: Practice into theory”, Journal of School Leadership, Vol. 12 No. 2, pp. 138-156.
• Boske, C. (2011). Educating Leaders for Social Justice. Counterpoints, 409, 362–382.
• Campbell, D. T. (1971). Reforms as Experiments. Urban Affairs Quarterly, 7(2), 133-171.
• Capper, C. & Young, M. (2014). Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators. Theory into Practice 53:158–164
• Carlson, R. (1965). Barriers to Change in Public Schools: Change Processes in the Public Schools. Eugene: Center for the Advanced Study of Educational Administration, University of Oregon. Chapter 1, pp. 2-8.
• Crenshaw, K. (1989). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, Vol. 43, No. 6 (Jul., 1991), pp. 1241-1299
• Dewey J. (1938). Experience and Education. Collier-MacMillan
• Dewey, J. (1916). ESSAYS IN EXPERIMENTAL LOGIC. University of Chicago Press
• Dodson, M. (1993). Annual Report of the Aboriginal and Torres Strait Islander, Social Justice. https://humanrights.gov.au/our-work/projects/foreword
• Drago-Severson, E., Blum-DeStefano, J., & Lawrence, D. (2023). Growing Justice. Corwin
• Eckes, S. & Chestnut, C. (2023) Federal Judge Finds Florida’s Stop WOKE Act to be “Positively Dystopian”: A Brief Legal Update. Teachers College Record. https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Commentaries%20Collection/2023%20Commentaries/Eckes%20Chestnut%20Commentary-1687816265.pdf
• Foucault, M. (1975). The order of things. Routledge
• Fraser, Nancy (2014). Justice Interruptus: Critical Reflections on the "Postsocialist" Condition. Routledge
• Fraser, N. (1989). Talking about Needs: Interpretive Contests as Political Conflicts in Welfare-State Societies. Ethics, Vol. 99, No. 2, pp. 291ff.
• Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform (School Development and the Management of Change. The Falmer Press
• Furman, G. C., & Shields, C. M. (2005). How can educational leaders promote and support social justice and democratic community in schools. A new agenda for research in educational leadership, 119-137.
• Gould, S.J., (2003) The Hedgehog, the Fox, and the Magister's Pox: Mending the gap between Science and the Humanities. Harmony Press
• James, W. (1907). The One and the Many. Pragmatism. Pp. 57-72. Washington Square Press.
• Jansen, J. (2008). The challenge of the ordinary. In I. Bogotch et al., Radicalizing educational leadership: Dimensions of social Justice. Sense Publishing
• Kemmis, S. (1995) Emancipatory Aspirations in a Postmodern Era, Curriculum Studies, 3:2, Kuhn, T. S. (1962). The structure of scientific revolution. University of Chicago Press.