School Leadership for Social Justice and Its Linkage with Perilous Politics

Autor/in	Whang, Nai-Ying
Titel	School Leadership for Social Justice and Its Linkage with Perilous Politics
Quelle	In: Asia Pacific Education Review, 20 (2019) 1, S.117-133 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Whang, Nai-Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-018-9559-0
Schlagwörter	Instructional Leadership; Social Justice; Leadership Responsibility; Gender Issues; Social Class; Race; Cultural Differences; Political Issues; Junior High Schools; Principals; Administrators; Teachers; Parents; Junior High School Students; Attitudes; Disadvantaged Youth; Empowerment + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Soziale Gerechtigkeit; Geschlechterfrage; Social classes; Soziale Klasse; Rasse; Abstammung; Kultureller Unterschied; Politischer Faktor; Sekundarstufe I; Principal; Schulleiter; Lehrer; Lehrerin; Lehrende; Eltern; Junior High Schools; Student; Students; Schüler; Schülerin; Attitude; Einstellung; Verhalten; Benachteiligter Jugendlicher
Abstract	This paper explores the phenomenon of perilous politics of school leadership for social justice, in order to strengthen social equity for educational development. School leadership for social justice emphasizes that leaders can make efforts to pursue equitable relationships of gender, class, race, culture, etc. Therefore, it stresses the understanding of 'intersectionality' of multiple biases. However, school leadership for social justice can easily initiate perilous politics. As a result, school leaders would not overburden the perilous politics of relation tear derived from the interest pursuit of stakeholders. This qualitative research chose a junior high school by purposive sampling for a case study. There were 14 participants, including 1 principal, 3 administrative chairs, 3 administrative directors, 3 chairs of subject areas, 2 parents, and 2 students. Interviews were conducted to collect data. Based on the analyses and discussions of research results, the findings are as follows: (1) there is great care for the disadvantaged students; (2) the structure of collective responsibility is linked with the process of community support; (3) there is perilous politics of pathological diffusion and respect decline; and (4) self-empowerment and deliberative intervention is risen to assume the perilous politics to play reasonable perilous politics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01