Wang, F. (2018). Social justice leadership—theory and practice: A case of Ontario. Educational Administration Quarterly, 54(3), 470–498. https://journals.sagepub.com/doi/pdf/10.1177/0013161x18761341
Equity Promotion and Overcoming Barriers
Dan emphasizes the importance of educating teachers about student needs to combat deficit mentality.
Dean highlights the necessity of imagination and openness to uncertainty for effective social justice work.
Reference to Foster's work on leadership in ambiguous situations and Wilkinson's perspective on recognizing opportunities in chaos.
Staff Changes and Collective Agreements
Ella, John, and Ida discuss how staff turnover and collective agreements can hinder social justice work.
Ella notes the impact of unplanned teacher changes on school capacity and equity efforts.
Resistance Among Marginalized Principals
Paula shares experiences of encountering resistance due to racial stereotypes.
Examples include being labeled as only advocating for equity due to racial background.
Challenges of Socioeconomic Inequality
Participants express concerns about the impact of poverty on students' academic success and life chances.
Dan emphasizes the need for additional resources and support for students from low-income backgrounds.
Time Constraints
Many participants discuss the scarcity of time as a constraint in their work.
Challenges include disruptions, excessive paperwork, and limited opportunities for collaboration.
Critique of Time Allocation for Events
Sara questions the efficacy of dedicating time to celebrate specific themes.
She suggests integrating social justice values into the overall school culture instead of segregating events.
Financial Constraints
Several participants mention financial limitations hindering social justice efforts.
Dan, John, and Molly explore ways to redistribute resources effectively to address pressing needs.
Facilitators of Social Justice
Importance of relationship-building with stakeholders, including teachers, students, parents, and boards.
Participants highlight the role of supportive teachers, engaged students, and involved parents in advancing social justice initiatives.
Leadership Strategies
Principals emphasize the need for empowering staff, hiring for social justice, and fostering a positive school climate.
Strategies include ongoing staff development, promoting teacher involvement, and cultivating a sense of ownership among students.
Positioning and Limitations
Principals discuss their varied roles and perspectives in promoting equity.
Limited systemic understanding of institutional norms and practices affecting social inequities is highlighted, suggesting a need for deeper systemic leadership approaches.