Social Justice Leadership—Theory and Practice: A Case of Ontario

Abstract

Purpose: This study is to investigate how principals promote social justice to redress marginalization, inequity, and divisive action that are prevalent in schools. Research Method: This study employs a qualitative research design with semistructured interviews. Twenty-two elementary and secondary school principals were interviewed in the Greater Toronto Area, Ontario, Canada. Research Findings: Principals who are social justice advocates exercise their influence by focusing on people in an effort to build a socially just community. Their people-centered leadership practice focuses on: putting students at the center, positioning as a social justice leader, developing people for social justice, building school climate through social justice, and fostering positive relationships with families and communities. Social justice leadership is grounded in a very proactive way in bringing about the changes that such a paradigm demands. Implications: This study generates discussions among participants on the dynamics associated with social justice practice and helps practitioners navigate tactically entrenched power structures for the well-being of their students. It also deepens our understanding of social justice leadership by providing empirical evidence how social justice advocates take risks and innovative approaches to social change that embraces the value of democracy, inclusion, representation, and difference.