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ERIC Number: EJ1156733
Record Type: Journal
Publication Date: 2017-Nov
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1082-3301
Social Justice: A Case-Study Examining the Influence of Primary Headteachers in Two Manchester Schools
Winterbottom, Christian; Winterbottom, Shauna S.
Early Childhood Education Journal, v45 n6 p755-768 Nov 2017
Presently, there are a growing number of students in the primary schools in northwest England who are living in broken communities, exacerbated by the most recent global recession. Through social justice theory, this paper examines the influence of head teachers as they look to balance administrative and pedagogical experiences in the schools. Using a qualitative methodology, including observation, in-depth interviews, and field notes this case study focused on head teachers, teachers, and parents from two primary schools in the northwest of England. Specifically, this study investigates the influence of the headteachers while identifying a social justice pedagogical epistemology and strategies being used by teachers and schools who work with students from communities typically identified as living in low socio-economic areas. Foundational to this research is the belief that headteachers, families and teachers need to make concerted, intentional efforts to engage in and acquire appropriate knowledge for building effective, communicative relationship in order to benefit student achievement. A social justice perspective therefore should provide an unequivocal commitment to acting in just ways related to concepts of fairness and equity.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Manchester)
Grant or Contract Numbers: N/A