Citation

Operationalizing social justice to study principals' practice in their contexts

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Abstract:

The aim of this presentation is to expound a conceptual framework, joined to a data collection method, designed to study how school principals lead with equity and social justice. In a previous study, on the occasion of focus groups, we asked principals to talk about social justice in their disadvantaged schools, among other things. In spite of the importance of this topic for them, many questions remained unanswered about the leadership they exert while keeping at heart social justice. So for the present study, we examined the scientific literature on social justice and transformative leadership in order to elaborate a conceptual framework that would allow us to describe practices around school principals' transformative behaviours. This conceptual framework would have to consider categories that can be observed and others that can be extracted from what principals say in an in depth interview in terms of knowledge, attitudes/values, and behaviours. Combining these two methods, observation and self-confrontation interview on what they have done or not (Clot et al., 2000; Yvon et Garon, 2006), is an absolute necessity if we are to obtain a picture as clear and complete as possible of transformative practices. Besides, these categories should include many elements inspired from authors like Shields (2010), Theoharis (2007) and Portelli et al (2007) like concepts from the dominant culture, school actors attitudes, knowledge and behaviours related to social justice, strategies and barriers to change in favour of social justice. Some examples from a re-analysis of a previous study will illustrate this framework.

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


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URL: http://citation.allacademic.com/meta/p492919_index.html
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MLA Citation:

Garon, Roseline. and Archambault, Jean. "Operationalizing social justice to study principals' practice in their contexts" 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/p492919_index.html>

APA Citation:

Garon, R. and Archambault, J. "Operationalizing social justice to study principals' practice in their contexts" 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/p492919_index.html

Publication Type: Panel Paper
Abstract: The aim of this presentation is to expound a conceptual framework, joined to a data collection method, designed to study how school principals lead with equity and social justice. In a previous study, on the occasion of focus groups, we asked principals to talk about social justice in their disadvantaged schools, among other things. In spite of the importance of this topic for them, many questions remained unanswered about the leadership they exert while keeping at heart social justice. So for the present study, we examined the scientific literature on social justice and transformative leadership in order to elaborate a conceptual framework that would allow us to describe practices around school principals' transformative behaviours. This conceptual framework would have to consider categories that can be observed and others that can be extracted from what principals say in an in depth interview in terms of knowledge, attitudes/values, and behaviours. Combining these two methods, observation and self-confrontation interview on what they have done or not (Clot et al., 2000; Yvon et Garon, 2006), is an absolute necessity if we are to obtain a picture as clear and complete as possible of transformative practices. Besides, these categories should include many elements inspired from authors like Shields (2010), Theoharis (2007) and Portelli et al (2007) like concepts from the dominant culture, school actors attitudes, knowledge and behaviours related to social justice, strategies and barriers to change in favour of social justice. Some examples from a re-analysis of a previous study will illustrate this framework.


Similar Titles:
Connecting Research, Policy, and Practice through Community Partnership: Creating Understanding and Advocacy of Social Justice in P-20 Educational Contexts

Theory through Practice in Rhetoric and Social Justice: A Case Study

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


 
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