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International Handbook of Educational Leadership and Social (In)Justice

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Cover of 'International Handbook of Educational Leadership and Social (In)Justice'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: Do Promises of Social Justice Trump Paradigms of Educational Leadership?
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    Chapter 2 The Place of “Social Justice” in the Field of Educational Administration: A Journals-Based Historical Overview of Emergent Area of Study
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    Chapter 3 “Creating Smooth Spaces in Striated Places”: Toward a Global Theory for Examining Social Justice Leadership in Schools
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    Chapter 4 Educational Theory: The Specific Case of Social Justice as an Educational Leadership Construct
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    Chapter 5 Ethics and Social Justice: Strangers Passing in the Night?
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    Chapter 6 Social and Cognitive Justice: The Social Relevance of the Higher Education in Latin America
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    Chapter 7 A Grid and Group Explanation of Social Justice: An Example of Why Frameworks Are Helpful in Social Justice Discourse
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    Chapter 8 Who Among Us May Be Literate? Closing the Gap Between Literacy and Diversity
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    Chapter 9 Researching Leadership for Social Justice: Are Some Methods Better than Others?
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    Chapter 10 Transforming (Un)Just Institutions: A Reflection on Methodology
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    Chapter 11 Narrative Inquiry (NI) as an Exemplary Method for Social Justice Leadership
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    Chapter 12 A Bricolage of Voices: Lessons Learned from Feminist Analyses in Educational Leadership
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    Chapter 13 How Should Researchers Act in the Context of Social Injustice? Reflections on the Role of the Researcher as a Social Justice Leader
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    Chapter 14 Social Justice in Education: Joy in Education and Education for Joy
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    Chapter 15 Critical Evocative Portraiture: Feminist Pathways to Social Justice
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    Chapter 16 LeaderPAR: A Participatory Action Research Framework for School and Community Leadership
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    Chapter 17 Critical Reflective Practices: Connecting to Social Justice
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    Chapter 18 Projects from the Heart: For Educational Leaders
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    Chapter 19 Leadership for Social Justice Education: A Critical Transformative Approach
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    Chapter 20 The Spatial Nature of Justice: A Scholar–Practitioner Perspective
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    Chapter 21 Promoting Inclusive Leadership in Diverse Schools
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    Chapter 22 Toward a Framework of Research and Practice for Social Justice Leadership: The Case of Cyprus
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    Chapter 23 Challenging Dominant Discourses of Home–School Partnerships in Indigenous Communities
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    Chapter 24 Socially Just, Inclusive School Environments in the United States: Creating Spaces for Dialogue
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    Chapter 25 Narrative Dialogue and Teacher Leadership for Social Justice: Re-Storying to Understand
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    Chapter 26 Re-conceptualising Teacher Leadership Through Curriculum Inquiry in Pursuit of Social Justice: Case Study from the Canadian Context
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    Chapter 27 Disrupting the Hegemonic Construction of Student Achievement: Diasporic Spaces
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    Chapter 28 International Handbook of Educational Leadership and Social (In)Justice
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    Chapter 29 Leading for Social Justice in South African Schools: Where Have All the Activists Gone?
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    Chapter 30 Community Leadership: Seeking Social Justice While Re-creating Public Schools in Post-Katrina New Orleans
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    Chapter 31 Making a Difference: The Balance of Stance and Strategy for Social Justice Advocacy
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    Chapter 32 Confronting Social Injustices in the Praxis Wetlands Where Research, Policy, and Activism Integrate
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    Chapter 33 Schools for Capitalism, Corporativism, and Corruption: Examples from Turkey and the USA
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    Chapter 34 The Courageous Conversations Project: Interrogating Perspectives and Perceptions of Race, Poverty, and Schooling in South Africa and the United States
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    Chapter 35 Schools for Justice in the United States
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    Chapter 36 Moving Beyond the Injustices of the Schooled Healthy Body
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    Chapter 37 Social [In]Justices of Women as School Principals in Lebanon
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    Chapter 38 Searching for Social Justice: An Examination of the Views of Alternative School Educators in the San Joaquin Valley of California
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    Chapter 39 International Handbook of Educational Leadership and Social (In)Justice
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    Chapter 40 Corrupting Children: The Regulation of Children’s Gender Presentations and Identities and Implications for Educators and School Administrators
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    Chapter 41 Zimbabwean Women Primary School Heads
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    Chapter 42 Leadership, Educational Development, and Social Development
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    Chapter 43 Dominance Without Hegemony: Unmasking Social Injustice Leadership in University Education in Zimbabwe
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    Chapter 44 Inclusive Education for Children with Special Needs: The Case of Lebanon
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    Chapter 45 Education Policy in Cyprus: From Decision-Making to Implementation
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    Chapter 46 The Role of Academicians’ Networks in Latin America: The Fight Against Social Injustices. An Institutional Challenge
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    Chapter 47 Dilemmas and Challenges in Forging Social Cohesion Through Education: Emerging Struggles in Social Justice in Post-conflict Education in Sri Lanka
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    Chapter 48 A Glimpse into Homelessness in the United States
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    Chapter 49 Reducing Socioeconomic Inequity by Improving the Equity of Education
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    Chapter 50 The Overpowering Role of Policies in Constructing Social Identities of Children with Disabilities
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    Chapter 51 Leadership for Social Justice Throughout Fifteen Years of Intervention in a Disadvantaged and Multicultural Canadian Urban Area: The Supporting Montréal Schools Program
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    Chapter 52 Research for Social Justice in Contexts of Student and Family Homelessness
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    Chapter 53 Towards an Understanding of Social Justice in Our Schools: Globalization, Inclusive Leadership and the Transformation of Schooling
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    Chapter 54 The State’s Responsibility to Fund Basic Education in Public Schools
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    Chapter 55 Clarifying Conceptual Foundations for Social Justice in Education
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    Chapter 56 Issues of Social Justice and Fairness in the Development of Aspiring Head Teachers: I Had Not Really Thought About My Values Before…
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    Chapter 57 Cultural Dialogue as Social Justice Advocacy Within and Beyond University Classrooms
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    Chapter 58 Beyond the Colorblind Perspective: Centering Issues of Race and Culture in Leadership Preparation Programs in Britain and the United States
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    Chapter 59 Modeling Social Justice Educational Leadership: Self-Assessment for Equity (SAFE)
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    Chapter 60 Inserting Inclusivity and Social Justice into Conceptualizations of Leadership for Early Childhood: Theoretical Anchors and Postfoundational Pedagogies for Inspiring Provocations in the Field
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    Chapter 61 At the Intersections of Black and White: Defining Social Justice from Different Perspectives
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    Chapter 62 The Way Forward
Overall attention for this book and its chapters
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Citations

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Title
International Handbook of Educational Leadership and Social (In)Justice
Published by
Springer Science & Business Media, November 2013
DOI 10.1007/978-94-007-6555-9
ISBNs
978-9-40-076555-9, 978-9-40-076554-2
Editors

Ira Bogotch, Carolyn M. Shields

X Demographics

X Demographics

The data shown below were collected from the profiles of 22 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 128 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Malaysia 1 <1%
United Kingdom 1 <1%
New Zealand 1 <1%
Mexico 1 <1%
United States 1 <1%
Unknown 123 96%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 29 23%
Student > Master 27 21%
Student > Doctoral Student 26 20%
Lecturer 8 6%
Researcher 6 5%
Other 18 14%
Unknown 14 11%
Readers by discipline Count As %
Social Sciences 70 55%
Arts and Humanities 16 13%
Philosophy 8 6%
Business, Management and Accounting 8 6%
Psychology 4 3%
Other 8 6%
Unknown 14 11%