Abstract
Exploring understandings of social justice (SJ) and describing how individuals act to promote social justice have permeated social-educational discourse (Arar et al. 2017; Arar and Oplatka 2016; Beycioglu and Kondakci 2017; Brooks et al. 2015; Wang 2016). In the field of education, much has been written about the definition and practice of SJ (Arar et al. 2017; Berkovich 2014; Bogotch and Sheilds 2014). However, both the meaning of SJ in education and its application in leadership practice require deeper understanding, especially when discussing the relevance of these approaches in the school’s cultural-social context (Oplatka and Arar 2016).
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