Leadership for Social Justice in Hong Kong Schools: Addressing Mechanisms of Inequality

Autor/inn/en	Chiu, Ming Ming; Walker, Allan
Titel	Leadership for Social Justice in Hong Kong Schools: Addressing Mechanisms of Inequality
Quelle	In: Journal of Educational Administration, 45 (2007) 6, S.724-739 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578230710829900
Schlagwörter	Social Justice; Educational Change; Foreign Countries; Resource Allocation; Leadership; Research; Community Attitudes; Teacher Attitudes; Advantaged; Disadvantaged; Hong Kong + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsreform; Ausland; Ressourcenallokation; Führung; Führungsposition; Forschung; Lehrerverhalten; Hongkong
Abstract	Purpose: This article aims to instigate a focused dialogue of social justice in Hong Kong schools and of the responsibilities this holds for school leaders. Design/methodology/approach: The authors draw on economic, psychological, and sociological research to illustrate how the unequal allocation of resources and school status hierarchies affects students and challenges leaders' understandings and actions. Findings: This article identifies several contextual factors prevalent in Hong Kong that maintain inequality and then applies research findings to explain how these discriminate against both disadvantaged and advantaged students. To address social justice issues, school leaders can start by understanding these inequality mechanisms, their own values and beliefs, and those prevalent in their communities. Then, they can introduce structural and cultural changes to reduce inequality. Originality/value: This article exposes several mechanisms that sustain inequality in Hong Kong schools and suggests how leaders can address them through specific pragmatic actions. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10