School Leadership for Social Justice in Turkish Urban Setting

Autor/inn/en	Kondakci, Yasar; Zayim Kurtay, Merve; Kaya Kasikci, Sevgi
Titel	School Leadership for Social Justice in Turkish Urban Setting
Quelle	In: Leadership and Policy in Schools, 20 (2021) 1, S.95-110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kondakci, Yasar) ORCID (Zayim Kurtay, Merve) ORCID (Kaya Kasikci, Sevgi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1833938
Schlagwörter	Instructional Leadership; Social Justice; Disadvantaged; Disadvantaged Schools; Social Problems; Cultural Context; Leadership Role; Urban Areas; Case Studies; Elementary Schools; Neighborhood Schools; Educational Sociology; Intervention; Principals; Assistant Principals; Administrator Attitudes; Teaching Methods; Family Characteristics; Socioeconomic Status; Educational Environment; Foreign Countries; Barriers; Equal Education; Turkey + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Soziale Gerechtigkeit; Social problem; Soziales Problem; Urban area; Stadtregion; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Bildungssoziologie; Erziehungssoziologie; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Türkei
Abstract	Decades of research suggest that the role of leaders in mitigating the negative impact of social and economic problems on the students is highly contentious one and more analyses in different cultural contexts are necessary to clarify the role of leadership in disadvantaged school settings. The purpose of this study was to explore the role of leadership in resetting equitable and excellent educational experiences in two primary schools located in a socio-economically disadvantaged urban setting in Turkey. Multiple case study was identified as the design of the study, and two primary schools located in the same neighborhood were identified as the cases of the study. The results drawn from the multiple cases showed that leadership has a limited capacity to create socially just educational provisions and ensure excellence in schools' academic practices. Parallel to the analyses in the sociology of education, sociological structures are more critical for the disadvantaged students in benefiting from educational provisions. As a result, leadership as an intervention mechanism must be empowered to set ties with other public services in disadvantaged schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01