Making Sense of Social Justice Leadership: A Case Study of a Principal's Experiences to Create a More Inclusive School

Autor/in	DeMatthews, David
Titel	Making Sense of Social Justice Leadership: A Case Study of a Principal's Experiences to Create a More Inclusive School
Quelle	In: Leadership and Policy in Schools, 14 (2015) 2, S.139-166 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2014.997939
Schlagwörter	Principals; Case Studies; Social Justice; Instructional Leadership; Qualitative Research; Urban Schools; Inclusion; Comprehension; Theories; Special Education; Disproportionate Representation; African American Students; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Interviews; Elementary Schools; Elementary School Teachers; Elementary School Students; Teacher Attitudes; Student Behavior + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Case study; Fallstudie; Case Study; Soziale Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Inklusion; Verstehen; Verständnis; Theory; Theorie; Special needs education; Sonderpädagogik; Sonderschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Student behaviour; Schülerverhalten
Abstract	Social justice leadership in high-poverty urban schools is complex. Principals experience a range of feelings and emotions while practicing social justice leadership with implications on their leadership. This article presents a qualitative case study of an elementary school principal in an urban setting and how she led to create a more inclusive school. Sensemaking theory was applied to examine the principal's experiences leading for social justice and how successes, challenges, and failures influenced her leadership. Findings have implications for theory, future research, and principal selection, preparation, and training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01