Mapping the Complexities of Effective Leadership for Social Justice Praxis in Urban Auckland Primary Schools

Autor/in	Jayavant, Sharona
Titel	Mapping the Complexities of Effective Leadership for Social Justice Praxis in Urban Auckland Primary Schools
Quelle	In: Education Sciences, 6 (2016), Artikel 11 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Instructional Leadership; Instructional Effectiveness; Social Justice; Urban Schools; Primary Education; Culturally Relevant Education; Academic Achievement; Qualitative Research; Comparative Analysis; Case Studies; Transformational Leadership; Critical Theory; Race; Data Analysis; Administrator Attitudes; Trust (Psychology); Self Concept; Values; Beliefs; Interpersonal Communication; Semi Structured Interviews; Principals; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Unterrichtserfolg; Soziale Gerechtigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Primarbereich; Schulleistung; Qualitative Forschung; Case study; Fallstudie; Case Study; Kritische Theorie; Rasse; Abstammung; Auswertung; Selbstkonzept; Wertbegriff; Belief; Glaube; Interpersonale Kommunikation; Principal; Schulleiter; Neuseeland
Abstract	This empirical research is about strengths-based leadership practices that seek to explore leadership for social justice and equity in New Zealand's culturally and linguistically diverse educational and social landscape. Similar to the diversity in other countries, where leaders demonstrate culturally responsive leadership practices in their quest to educate diverse democracies. This inquiry examines the characteristics and behaviours of effective leadership for social justice and equity for student academic achievement in urban Auckland primary schools. A qualitative, comparative case study, combined with the theoretical framework of applied critical leadership from theories of transformational leadership, critical pedagogy and critical race theory (perspective lens) guided the research methods. The research findings presented several applied critical leadership characteristics that highlighted the complexities of leading for social justice in urban Auckland primary schools. A distinct phenomenon was leader's axiological philosophy (values, beliefs and morals) underpinning their leadership that was culturally responsive to the diversity in their educational contexts. These findings suggest the need for research and scholarship yet to be done in this largely unexplored educational leadership academic space. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01