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ERIC Number: EJ1060760
Record Type: Journal
Publication Date: 2015
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1570-0763
Making Sense of Social Justice Leadership: A Case Study of a Principal's Experiences to Create a More Inclusive School
DeMatthews, David
Leadership and Policy in Schools, v14 n2 p139-166 2015
Social justice leadership in high-poverty urban schools is complex. Principals experience a range of feelings and emotions while practicing social justice leadership with implications on their leadership. This article presents a qualitative case study of an elementary school principal in an urban setting and how she led to create a more inclusive school. Sensemaking theory was applied to examine the principal's experiences leading for social justice and how successes, challenges, and failures influenced her leadership. Findings have implications for theory, future research, and principal selection, preparation, and training.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act