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Article

Patricia Silva, Charles L. Slater, Gema Lopez Gorosave, Victoria Cerdas, Nancy Torres, Serafin Antunez and Fernando Briceno

The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain.

Abstract

Purpose

The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain.

Design/methodology/approach

A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted.

Findings

The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives.

Research limitations/implications

The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research.

Practical implications

The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice.

Originality/value

The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

Details

Journal of Educational Administration, vol. 55 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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Book part

Serafín Antúnez, Patricia Silva and Charles L. Slater

Directing schools of high complexity in disadvantaged social contexts with high rates of emigration requires skills for emotional leadership. Directors with self-managing…

Abstract

Directing schools of high complexity in disadvantaged social contexts with high rates of emigration requires skills for emotional leadership. Directors with self-managing capacities are needed to manage their own emotions. They also need to mobilise people (teachers, students and families) by focussing on their feelings of satisfaction, identification with the group, belonging, joy, success, unity and cohesion.

The content of this chapter presents the study of the emotional management of directors who perform their work in two highly complex schools in Catalonia, Spain. The views of these directors as well as teachers and families examine: (1) the construction of their professional identity, (2) their social and ethical commitment to the community, (3) the orientation towards the values of social justice and (4) their emotional leadership practices focussed on personal attention towards all of the actors in the school community.

The chapter concludes with 10 suggestions that can be useful to improve the professional practice of school directors. These should also be taken into account when designing and implementing initial and ongoing training programmes for school leaders and to inspire ideas for future research.

Details

Emotion Management and Feelings in Teaching and Educational Leadership
Type: Book
ISBN: 978-1-78756-011-6

Keywords

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Book part

Serafín Antúnez, Patricia Silva and Charles Slater

This study presents two ideas. The first is that schools supported by public funds are challenged to help ensure that all students, without exception, have opportunities…

Abstract

This study presents two ideas. The first is that schools supported by public funds are challenged to help ensure that all students, without exception, have opportunities to develop their skills, especially for those who are in more precarious situations and at risk of social exclusion. The second idea is that respecting the rights of all students is a prerequisite for achieving desirable social justice.

The content of the chapter communicates the process, results and conclusions of data obtained in four schools in Catalonia Spain. On the one hand, it is a study of the conceptions of directors, teachers and families on social justice and respect for rights in school, and on the other hand, it is an analysis of the professional practices of managers and teachers.

There were two fundamental conclusions. The first conclusion identifies the professional practices carried out in the schools to attend to the cultural and linguistic rights of the students. The second conclusion provided steps that could be taken to move towards social justice, especially in disadvantaged contexts.

Details

Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

Keywords

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Abstract

Details

Emotion Management and Feelings in Teaching and Educational Leadership
Type: Book
ISBN: 978-1-78756-011-6

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Abstract

Details

Emotion Management and Feelings in Teaching and Educational Leadership
Type: Book
ISBN: 978-1-78756-011-6

Abstract

Details

Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

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Abstract

Details

Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

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