An Ecological Case-Study of the Benefits and Challenges of Socially-Just Leadership Engaging in 'Challenging Conversations' about Social Disharmony

Autor/inn/en	Walsh, Lucas; Keddie, Amanda; Wilkinson, Jane; Howie, Luke
Titel	An Ecological Case-Study of the Benefits and Challenges of Socially-Just Leadership Engaging in 'Challenging Conversations' about Social Disharmony
Quelle	In: Journal of Educational Administration and History, 52 (2020) 4, S.403-416 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walsh, Lucas) ORCID (Keddie, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2020.1738361
Schlagwörter	Case Studies; Social Justice; Middle Class; Cultural Pluralism; High School Students; Suburban Schools; School Culture; Holistic Approach; Inclusion; Foreign Countries; Political Attitudes; Instructional Leadership; Leadership Styles; Educational Practices; Student Diversity; Administrator Attitudes; Parent Child Relationship; Parent Aspiration; Conflict; Student Attitudes; Teacher Attitudes; School Community Relationship; Racial Bias; Cultural Differences; High School Teachers; Family School Relationship; Human Resources; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Soziale Gerechtigkeit; Mittelschicht; Kulturpluralismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Schulkultur; Schulleben; Holistischer Ansatz; Inklusion; Ausland; Political attitude; Politische Einstellung; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Bildungspraxis; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternwille; Konflikt; Schülerverhalten; Lehrerverhalten; Racial discrimination; Rassismus; Kultureller Unterschied; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Humankapital; Australien
Abstract	As sites of human social activity, schools must engage in challenging conversations between staff, students and their communities about social disharmonies. This paper presents interview data from a case study of Eucalyptus High School (not its real name), a large multicultural school located in a middle-class area in suburban Victoria (Australia). The paper examines the school's engagement in 'challenging conversations' about socially and politically volatile issues as part of a holistic approach to building school culture, highlighting certain limitations in this approach. An 'ecologies of practice' model is used to critically explore these, which could be used to support schools to adopt a broad and critical examination of the possibilities and limits of their cultivation of inclusive and nurturing environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01