Citation

What do school principals in disadvantaged areas say about social justice?

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Abstract:

Leading a school is a complex endeavor (Marzano, Waters and McNulty, 2005) especially in disadvantaged areas. Some researchers and some practitioners think it could be different from leading a school in more advantaged areas (Haberman, 1999). However, there is not much research on the subject.
In Quebec, the majority of schools with students from disadvantaged neighbourhoods are concentrated in the Montréal area with characteristics very similar to those of urban areas elsewhere (Berliner, 2005). So, in order to understand the role and tasks of school principals in disadvantaged areas, we elaborated a collaborative research agenda with the Montreal Supporting Schools Program of Quebec’s Ministry of Education.
Our first study was conducted with 45 school principals in 8 focus groups. We asked principals about their job. They talked about the extra burden put on principals in low SES schools, they described special competencies and attitudes needed to manage such a school and they insisted on the importance of professional development for principals. Surprisingly, they did not talk about maintaining social justice for children and families of poverty (Flessa, 2007). Only upon further questioning did they identify the need to take on a leadership role for social justice. They then acknowledged that prejudices and false beliefs held by their school team existed and that it was their job to fight them. We will present this research, the findings, analyzed from the point of view of transformative leadership (Shields, 2010) and implications for principals’ professional development.

Author's Keywords:

Transformative leadership, school principals
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492918_index.html
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MLA Citation:

Archambault, Jean. and Garon, Roseline. "What do school principals in disadvantaged areas say about social justice?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492918_index.html>

APA Citation:

Archambault, J. and Garon, R. "What do school principals in disadvantaged areas say about social justice?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492918_index.html

Publication Type: Panel Paper
Abstract: Leading a school is a complex endeavor (Marzano, Waters and McNulty, 2005) especially in disadvantaged areas. Some researchers and some practitioners think it could be different from leading a school in more advantaged areas (Haberman, 1999). However, there is not much research on the subject.
In Quebec, the majority of schools with students from disadvantaged neighbourhoods are concentrated in the Montréal area with characteristics very similar to those of urban areas elsewhere (Berliner, 2005). So, in order to understand the role and tasks of school principals in disadvantaged areas, we elaborated a collaborative research agenda with the Montreal Supporting Schools Program of Quebec’s Ministry of Education.
Our first study was conducted with 45 school principals in 8 focus groups. We asked principals about their job. They talked about the extra burden put on principals in low SES schools, they described special competencies and attitudes needed to manage such a school and they insisted on the importance of professional development for principals. Surprisingly, they did not talk about maintaining social justice for children and families of poverty (Flessa, 2007). Only upon further questioning did they identify the need to take on a leadership role for social justice. They then acknowledged that prejudices and false beliefs held by their school team existed and that it was their job to fight them. We will present this research, the findings, analyzed from the point of view of transformative leadership (Shields, 2010) and implications for principals’ professional development.


Similar Titles:
Contrasting Narratives Addressing Social Justice in the School System: an ESL Student at a Public School and an ESL Teacher at a Private School in England

Resisting Social Justice: Rural School Principals' Perceptions of LGBTQ Students

Looking for Social Justice: Multiple Perspectives as Methodological Instrument in a Study of School Leaders for Social Justice


 
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