Abstract
The socio-economic changes and neoliberal trends of the twenty-first century have been creating many profound impacts in the education industry, provoking the emerging need for an integrated environment where all individuals and organizations from different classes, backgrounds or communities are expectedly empowered with equal opportunities in order to develop to the fullest. Toward the ideals and goals of social justice in education, the function of leadership practitioners has been strongly challenged and critically redefined for a couple of decades. By theoretically investigating how the global research community has addressed this issue from various angles of view, this article hopes to remind current leaders of educational institutions to grow more sensitive to possible unjust occurrences and build up an inclusive schooling culture by putting learner-related values into the center of their work, addressing existing stereotypes in education, boosting active interactions with socially disadvantaged groups, adopting the perspectives of various stakeholders, as well as delivering other timely administrative reforms during their leadership practices.
Highlights
Under the contemporary impact of the market-driven culture, competitiveness, capitalism and other powerful trends of neoliberalism, there have been a wide range of significant alterations in the existence and operation of educational systems worldwide
By theoretically investigating how the global research community has addressed this issue from various angles of view, this article hopes to remind current leaders of educational institutions to grow more sensitive to possible unjust occurrences and build up an inclusive schooling culture by putting learner-related values into the center of their work, addressing existing stereotypes in education, boosting active interactions with socially disadvantaged groups, adopting the perspectives of various stakeholders, as well as delivering other timely administrative reforms during their leadership practices
Since global education is characterized by the pursuit of a socially democratic paradigm, ‘the management of institutions has a great importance to achieve the ideal of social justice’ (Turhan, 2010, p. 1357)
Summary
Under the contemporary impact of the market-driven culture, competitiveness, capitalism and other powerful trends of neoliberalism, there have been a wide range of significant alterations in the existence and operation of educational systems worldwide. One of those remarkable changes lies in the reality that schooling can only achieve its noble objectives in a society where access to high-quality education is given to all students irrespective of their social backgrounds (Lingard, 2009). Based on this conceptual foundation, the current article goes to explore what school leadership for social justice is like, and delivers a number of concrete suggestions to educators who are interested in creating an equitable and inclusive schooling system for the sake of all learners
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