School Leadership and Social Justice: Evidence from Ghana and Tanzania

Autor/inn/en	Bosu, R.; Dare, A.; Dachi, H.; Fertig, M.
Titel	School Leadership and Social Justice: Evidence from Ghana and Tanzania
Quelle	In: International Journal of Educational Development, 31 (2011) 1, S.67-77 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.05.008
Schlagwörter	Foreign Countries; Social Justice; Action Research; Instructional Leadership; Principals; Elementary Schools; Educational Improvement; Program Effectiveness; Administrator Role; Leadership Effectiveness; Developing Nations; Educational Environment; Educational Development; Educational Policy; Ghana; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Projektforschung; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Teaching improvement; Unterrichtsentwicklung; Führungseffizienz; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Politics of education; Bildungspolitik; Tansania
Abstract	Headteachers working under conditions of severe hardship in Africa face tremendous challenges, often exacerbated by a sense of hopelessness and lack of agency to effect improvements within their school. This paper focuses on notions of leadership agency and "social justice" within an African educational context, with a specific focus on the school level, and reports on a small-scale research project involving primary headteachers in Ghana and Tanzania engaging with action research in order to bring about changes which they feel will benefit the quality of pupil learning. The study presents some positive impacts generated by the headteachers' actions and indicates ways in which these actions illustrate developments in areas of "social justice" related to fairness, equity, recognition, and redistribution. The findings suggest that empowering headteachers through the use of action research can enable them to act creatively and positively to benefit the quality of education offered to the pupils within their schools. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10