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ERIC Number: EJ1102136
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: ERIC
ISSN: ISSN-1360-3124
Leadership for Social Justice and the Characteristics of Traditional Societies: Ponderings on the Application of Western-Grounded Models
Oplatka, Izhar; Arar, Khalid Husny
International Journal of Leadership in Education, v19 n3 p352-369 2016
Leadership for social justice has been receiving increasing attention in recent years as more and more scholars have explored the ways by which educational leaders can lead for social justice in schools (e.g. Arar, 2015; Ayers, Quin, & Stovall, 2009; Fua, 2007; Furman, 2012; Jean-Marie, Normore, & Brooks, 2009; Lindsey & Lindsey, 2011; Oplatka, 2013; Stevenson, 2007). It is widely claimed that social justice leaders serve traditional marginalized societies, dismantle long-standing norms that privilege certain students, promote change and encourage reflection (Shields, 2003). Given the unique features of traditional societies, coupled with the understanding that leadership practice is a fluid phenomenon that changes from one context to another (Garratt & Forrester, 2012; Oplatka, 2004; Spillane, 2006; Taysum & Gunter, 2008), the purpose of this article is threefold: (1) to re-visit the universal applicability of the leadership for social justice construction grounded in dominant western ideologies and values; (2) to highlight plausible contradictions between the principles underlying leadership for social justice in its "western" meanings and basic characteristics of traditional society; and (3) to suggest an initial alternative conceptualization of leadership for social justice in educational systems of traditional societies that is grounded substantially in the culture and structure of these societies.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A