Review
BibTex RIS Cite

Eğitimde Sosyal Adalet Liderliği Üzerine Bir İnceleme

Year 2021, Volume: 8 Issue: 1, 288 - 296, 30.04.2021

Abstract

Bu çalışmanın amacı eğitimde sosyal adalet liderliği ile ilgili alanyazına daha yakından bakarak sosyal adalet liderliği araştırmalarının odak noktasına ilişkin kapsamlı bir inceleme yapmaktır. Bu amaçla yapılan incelemede sosyal adalet liderliğine kavramsal olarak dağıtılmış, kültürel ve katılımcı olmak üzere üç odak noktasından bakıldığı görülmüştür. Benzer şekilde sosyal adalet liderliğinin bir yetiştirme süreci olarak ele alındığı, bu süreçte farklılık ve önyargıları tanımlamak, tüm paydaşlar için yüksek beklentiler içeren bir kültür oluşturmak ve kapsayıcı bir müfredatın oluşturulmasını kolaylaştırmak gibi çok boyutlu bir bakış açısını içeren yetiştirme sürecine ihtiyaç olduğu gözlenmiştir. Bu süreçte sosyal adalet liderlerinin çeşitli zorluklarla karşılaştıkları ve bunların öğrenci, okul kültürü, toplum, eşitsizlik ve dezavantajlı bölge gibi başlıklar altında toplandığı görülmüştür.

References

  • Abdullah, A. G., Huq, K. E. ve Ismail, A. (2008). Headmaster’s managerial roles under school-based management and school improvement: A study in urban secondary schools of Bangladesh. Educator, II, 2, 63–73.
  • Adamson, F. ve Darling-Hammond, L. (2012). Funding disparities and the inequitable distribution of teachers: Evaluating sources and solutions. education policy analysis archives, 20, 37.
  • Arar, K., Beycioglu, K. ve Oplatka, I. (2017). A cross-cultural analysis of educational leadership for social justice in Israel and Turkey : meanings , actions and contexts. Compare: A Journal of Comparative and International Education, 7925, 1–15. https://doi.org/10.1080/03057925.2016.1168283
  • Arar, K. H. (2015). Leadership for equity and social justice in Arab and Jewish schools in Israel: Leadership trajectories and pedagogical praxis. International Journal of Multicultural Education, 17(1), 162–187. https://doi.org/10.18251/ijme.v17i1.938
  • Berkovich, I. (2002). A socio-ecological framework of social justice leadership in education. Goldfarb and Grinberg. https://doi.org/10.1108/JEA-12-2012-0131
  • Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 282–309. https://doi.org/10.1108/JEA-12-2012-0131
  • Beycioglu, K. ve Ogden, S. B. (2017). Social Justice Beliefs And Behaviors A Cross-Cultural Look At Turkish And U.S. Principals. A Global Perspective of Social Justice Leadership for School Principals, June 2017, 111–126.
  • Blackmore, J. (2009). International Response Essay Leadership for Social Justice: A Transnational Dialogue 4 (1).
  • Boske, C. (2011). Educating Leaders for Social Justice. Counterpoints, 409(Transformative Leadership: A reader), 362–382.
  • Brooks, J. S., Jean-Marie, G., Normore, A. H. ve Hodgins, D. W. (2007). Distributed Leadership for Social Justice: Exploring how Influence and Equity are Stretched over an Urban High School. Journal of School Leadership, 17(4), 378–408. https://doi.org/10.1177/105268460701700402
  • Bryan, G. ve Melvyn, I. (2016). Principals Special.
  • Capper A., C. (1993). Educational Administration in a Pluralistic Society - Google Kitaplar. State University Of New York, Albany. https://books.google.com.tr/books?hl=tr&lr=&id=3U61AbDMYbUC&oi=fnd&pg=PR9&dq=capper+1993&ots=uTq_LOZtQn&sig=O4jPeroAE3cEGf8j3ByuRuZihVI&redir_esc=y#v=onepage&q=capper 1993&f=false
  • Chiu, M. M. ve Walker, A. (2007). Leadership for social justice in Hong Kong schools: Addressing mechanisms of inequality. Journal of Educational Administration, 45(6), 724–739. https://doi.org/10.1108/09578230710829900
  • Chung, R., Bemak, F. ve Grabosky, T. (2011). Multicultural-social justice leadership strategies: Counseling and advocacy with immigrants. Journal for Social Action in Counseling and Psychology, 3(1), 57–69.
  • Dematthews, D. E. (2016). Competing Priorities and Challenges: Principal Leadership for Social Justice Along the U.S.-Mexico Border. Teachers College Record, 118, 38.
  • DeMatthews, D. E. ve Mawhinney, H. (2013). Addressing the inclusion imperative: An urban school district’s responses. Education policy analysis archives, 21, 61.
  • DeMatthews, D. ve Mawhinney, H. (2014). Social Justice Leadership and Inclusion: Exploring Challenges in an Urban District Struggling to Address Inequities. Educational Administration Quarterly, 50(5), 844–881. https://doi.org/10.1177/0013161X13514440
  • Ezzani, M. (2020). A Principal’s Approach to Leadership for Social Justice: Advancing Reflective and Anti-Oppressive Practices. Journal of School Leadership, 105268462090834. https://doi.org/10.1177/1052684620908347
  • Feng, F. I. ve Chen, W. L. (2019). The Effect of Principals’ Social Justice Leadership on Teachers’ Academic Optimism in Taiwan. Education and Urban Society, 51(9), 1245–1264. https://doi.org/10.1177/0013124518785438
  • Furman, C. G. ve Shields, M. C. (2005). A New Agenda for Research in Educational Leadership Google Kitaplar. A new agenda for research in educational leadership. https://books.google.com.tr/books?hl=tr&lr=&id=sqDO67zQrfoC&oi=fnd&pg=PA119&dq=urman,+G.+C.,+%2526+Shields,+C.+M.+(2005).+How+can+educational+leaders+promote+and+support++social++justice++and++democratic++community++in++schools%253F++In++W.++A.++Fires-tone+%252
  • Furman, G. (2012). Social Justice Leadership as Praxis: Developing Capacities Through Preparation Programs. Educational Administration Quarterly. 48 (2), 191–229. https://doi.org/10.1177/0013161X11427394
  • Gewirtz, S. ve Ball, S. (2000). From “Welfarism” to “New Managerialism”: Shifting discourses of school headship in the education marketplace. Discourse, 21(3), 253–268. https://doi.org/10.1080/713661162
  • Goddard, Y. L., Miller, R., Larsen, R., Goddard, R., Madsen, J. ve Schroeder, P. (2010). Connecting Principal Leadership, Teacher Collaboration, and Student Achievement. Online Submission.
  • Goldfarb, K. P. ve Grinberg, J. (2002). Leadership for Social Justice: Authentic Participation in the Case of a Community Center in Caracas, Venezuela. Journal of School Leadership, 12(2), 157–173. https://doi.org/10.1177/105268460201200204
  • Hess, F. M. ve Kelly, A. P. (2007). Learning to Lead: What Gets Taught in Principal-Preparation Programs Learning to Lead: What Gets Taught in Principal-Preparation Programs Background/Context. Teachers College Record (C. 109).
  • Jean-Marie, G. (2008). Leadership for social justice: An agenda for 21st century schools. Educational Forum, 72(4), 340–354. https://doi.org/10.1080/00131720802362058
  • Jean-Marie, G., Normore, A. H. ve Brooks, J. S. (2009). Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order. Journal of Research on Leadership Education, 4(1), 1–31. https://doi.org/10.1177/194277510900400102
  • Kezar, A. ve Carducci, R. (2007). Cultivating Revolutionary Educational Leaders: Translating Emerging Theories into Action. Journal of Research on Leadership Education, 2(1), 1–46. https://doi.org/10.1177/194277510700200104
  • Marshall, C. (2004). Social Justice Challenges to Educational Administration: Introduction to a Special Issue. Içinde Educational Administration Quarterly, 40(1), 5–15. https://doi.org/10.1177/0013161x03258139
  • Miller, R. J., Goddard, Y. L., Goddard, R., Larsen, R. ve Jacob, R. (2010). Instructional Leadership: A Pathway to Teacher Collaboration and Student Achievement.
  • Nadir, U. ve Aktan, M. C. (2015). Social justice, education and school social work in Turkey. Quality, Social Justice and Accountability in Education Worldwide, 217–221.
  • Pounder, D., Reitzug, U. ve Young, M. D. (2005). Preparing School Leaders for School Improvement, Social Justice, and Community. Yearbook of the National Society for the Study of Education, 101(1), 261–288. https://doi.org/10.1111/j.1744-7984.2002.tb00012.x
  • Riester, A. F., Pursch, V. ve Skrla, L. (2002). Principals for Social Justice: Leaders of School Success for Children from Low-Income Homes. Journal of School Leadership, 12(3), 281–304. https://doi.org/10.1177/105268460201200303
  • Şahenk, S. S. (2010). Characteristics of the headmasters, teachers and students in an effective school. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2010.03.682
  • Salisbury, C. L. ve Mcgregor, G. (2002). The administrative climate and context of inclusive elementary schools. Exceptional Children, 68(2), 259–274. https://doi.org/10.1177/001440290206800207
  • Scanlan, M. (2013). A Learning Architecture: How School Leaders Can Design for Learning Social Justice. Educational Administration Quarterly, 49(2), 348–391. https://doi.org/10.1177/0013161X12456699
  • Shahadan, A. ve Oliver, R. (2016). Educational Research and Reviews Elementary school leaders’ perceptions of their roles in managing school curriculum: A case study. 11(18), 1785–1789. https://doi.org/10.5897/ERR2015.2490
  • Shields, C. M. (2004). Dialogic Leadership for Social Justice: Overcoming Pathologies of Silence. Educational Administration Quarterly, 40(1), 111–134. https://doi.org/10.1177/0013161x03258963
  • Slater, C., Potter, I., Torres, N. ve Briceno, F. (2014). Understanding social justice leadership: An international exploration of the perspectives of two school leaders in Costa Rica and England. Management in Education, 28(3), 110–115. https://doi.org/10.1177/0892020614537516
  • Stevenson, H. P. (2007). A case study in leading schools for social justice: When morals and markets collide. Journal of Educational Administration, 45(6), 769–781. https://doi.org/10.1108/09578230710829937
  • Theoharis, G. (2008). Woven in deeply: Identity and leadership of urban social justice principals. Education and Urban Society, 41(1), 3–25. https://doi.org/10.1177/0013124508321372
  • Touchton, D. ve Acker-Hocevar, M. (2001). Using a Lens of Social Justice To Reframe Principals’ Interviews from High Poverty, Low Performing Schools.
  • Wahyuddin, W. (2017). Headmaster Leadership and Teacher Competence in Increasing Student Achievement in School. International Education Studies, 10(3). https://doi.org/10.5539/ies.v10n3p215
  • Wasonga, T. A. (2009). Leadership Practices for Social Justice, Democratic Community, and Learning: School Principals’ Perspectives. Journal of School Leadership, 19(2), 200–224. https://doi.org/10.1177/105268460901900204
  • Young, I. M. (1990). Justice and the Politics of Difference - Iris Marion Young - Google Kitaplar. https://books.google.com.tr/books?hl=tr&lr=&id=AU5dpgNLjA0C&oi=fnd&pg=PP1&dq=Young,+I.+M.+(1990).+Justice+and+the+politics+of+difference.+Princeton,+NJ:+Princeton+University+Press.&ots=1G_1iSOqk&sig=CDT4pnhXmt6hdXjMdt9kEO5jgBc&redir_esc=y#v=onepage&q=
  • Zembylas, M. (2010). The emotional aspects of leadership for social justice Implications for leadership preparation programs. Journal of Educational Administration, 48, 611–625. https://doi.org/10.1108/09578231011067767

An Analysis on Social Justice Leadership in Education

Year 2021, Volume: 8 Issue: 1, 288 - 296, 30.04.2021

Abstract

The aim of this study is to analyse the focal point of social justice leadership research by looking more closely at the literature and social justice leadership in education. In the study conducted for this purpose, it was seen that social justice leadership is conceptually viewed from three focal points: distributed, cultural and participatory. Similarly, it has been observed that social justice leadership is considered as a training process and there is a need for a training process that includes a multidimensional perspective, such as defining differences and prejudices, creating a culture with high expectations for all stakeholders, and facilitating the creation of an inclusive curriculum. In this process, it was observed that social justice leaders faced various difficulties and these were grouped under the titles such as student, school culture, society, inequality and disadvantaged region.

References

  • Abdullah, A. G., Huq, K. E. ve Ismail, A. (2008). Headmaster’s managerial roles under school-based management and school improvement: A study in urban secondary schools of Bangladesh. Educator, II, 2, 63–73.
  • Adamson, F. ve Darling-Hammond, L. (2012). Funding disparities and the inequitable distribution of teachers: Evaluating sources and solutions. education policy analysis archives, 20, 37.
  • Arar, K., Beycioglu, K. ve Oplatka, I. (2017). A cross-cultural analysis of educational leadership for social justice in Israel and Turkey : meanings , actions and contexts. Compare: A Journal of Comparative and International Education, 7925, 1–15. https://doi.org/10.1080/03057925.2016.1168283
  • Arar, K. H. (2015). Leadership for equity and social justice in Arab and Jewish schools in Israel: Leadership trajectories and pedagogical praxis. International Journal of Multicultural Education, 17(1), 162–187. https://doi.org/10.18251/ijme.v17i1.938
  • Berkovich, I. (2002). A socio-ecological framework of social justice leadership in education. Goldfarb and Grinberg. https://doi.org/10.1108/JEA-12-2012-0131
  • Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 282–309. https://doi.org/10.1108/JEA-12-2012-0131
  • Beycioglu, K. ve Ogden, S. B. (2017). Social Justice Beliefs And Behaviors A Cross-Cultural Look At Turkish And U.S. Principals. A Global Perspective of Social Justice Leadership for School Principals, June 2017, 111–126.
  • Blackmore, J. (2009). International Response Essay Leadership for Social Justice: A Transnational Dialogue 4 (1).
  • Boske, C. (2011). Educating Leaders for Social Justice. Counterpoints, 409(Transformative Leadership: A reader), 362–382.
  • Brooks, J. S., Jean-Marie, G., Normore, A. H. ve Hodgins, D. W. (2007). Distributed Leadership for Social Justice: Exploring how Influence and Equity are Stretched over an Urban High School. Journal of School Leadership, 17(4), 378–408. https://doi.org/10.1177/105268460701700402
  • Bryan, G. ve Melvyn, I. (2016). Principals Special.
  • Capper A., C. (1993). Educational Administration in a Pluralistic Society - Google Kitaplar. State University Of New York, Albany. https://books.google.com.tr/books?hl=tr&lr=&id=3U61AbDMYbUC&oi=fnd&pg=PR9&dq=capper+1993&ots=uTq_LOZtQn&sig=O4jPeroAE3cEGf8j3ByuRuZihVI&redir_esc=y#v=onepage&q=capper 1993&f=false
  • Chiu, M. M. ve Walker, A. (2007). Leadership for social justice in Hong Kong schools: Addressing mechanisms of inequality. Journal of Educational Administration, 45(6), 724–739. https://doi.org/10.1108/09578230710829900
  • Chung, R., Bemak, F. ve Grabosky, T. (2011). Multicultural-social justice leadership strategies: Counseling and advocacy with immigrants. Journal for Social Action in Counseling and Psychology, 3(1), 57–69.
  • Dematthews, D. E. (2016). Competing Priorities and Challenges: Principal Leadership for Social Justice Along the U.S.-Mexico Border. Teachers College Record, 118, 38.
  • DeMatthews, D. E. ve Mawhinney, H. (2013). Addressing the inclusion imperative: An urban school district’s responses. Education policy analysis archives, 21, 61.
  • DeMatthews, D. ve Mawhinney, H. (2014). Social Justice Leadership and Inclusion: Exploring Challenges in an Urban District Struggling to Address Inequities. Educational Administration Quarterly, 50(5), 844–881. https://doi.org/10.1177/0013161X13514440
  • Ezzani, M. (2020). A Principal’s Approach to Leadership for Social Justice: Advancing Reflective and Anti-Oppressive Practices. Journal of School Leadership, 105268462090834. https://doi.org/10.1177/1052684620908347
  • Feng, F. I. ve Chen, W. L. (2019). The Effect of Principals’ Social Justice Leadership on Teachers’ Academic Optimism in Taiwan. Education and Urban Society, 51(9), 1245–1264. https://doi.org/10.1177/0013124518785438
  • Furman, C. G. ve Shields, M. C. (2005). A New Agenda for Research in Educational Leadership Google Kitaplar. A new agenda for research in educational leadership. https://books.google.com.tr/books?hl=tr&lr=&id=sqDO67zQrfoC&oi=fnd&pg=PA119&dq=urman,+G.+C.,+%2526+Shields,+C.+M.+(2005).+How+can+educational+leaders+promote+and+support++social++justice++and++democratic++community++in++schools%253F++In++W.++A.++Fires-tone+%252
  • Furman, G. (2012). Social Justice Leadership as Praxis: Developing Capacities Through Preparation Programs. Educational Administration Quarterly. 48 (2), 191–229. https://doi.org/10.1177/0013161X11427394
  • Gewirtz, S. ve Ball, S. (2000). From “Welfarism” to “New Managerialism”: Shifting discourses of school headship in the education marketplace. Discourse, 21(3), 253–268. https://doi.org/10.1080/713661162
  • Goddard, Y. L., Miller, R., Larsen, R., Goddard, R., Madsen, J. ve Schroeder, P. (2010). Connecting Principal Leadership, Teacher Collaboration, and Student Achievement. Online Submission.
  • Goldfarb, K. P. ve Grinberg, J. (2002). Leadership for Social Justice: Authentic Participation in the Case of a Community Center in Caracas, Venezuela. Journal of School Leadership, 12(2), 157–173. https://doi.org/10.1177/105268460201200204
  • Hess, F. M. ve Kelly, A. P. (2007). Learning to Lead: What Gets Taught in Principal-Preparation Programs Learning to Lead: What Gets Taught in Principal-Preparation Programs Background/Context. Teachers College Record (C. 109).
  • Jean-Marie, G. (2008). Leadership for social justice: An agenda for 21st century schools. Educational Forum, 72(4), 340–354. https://doi.org/10.1080/00131720802362058
  • Jean-Marie, G., Normore, A. H. ve Brooks, J. S. (2009). Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order. Journal of Research on Leadership Education, 4(1), 1–31. https://doi.org/10.1177/194277510900400102
  • Kezar, A. ve Carducci, R. (2007). Cultivating Revolutionary Educational Leaders: Translating Emerging Theories into Action. Journal of Research on Leadership Education, 2(1), 1–46. https://doi.org/10.1177/194277510700200104
  • Marshall, C. (2004). Social Justice Challenges to Educational Administration: Introduction to a Special Issue. Içinde Educational Administration Quarterly, 40(1), 5–15. https://doi.org/10.1177/0013161x03258139
  • Miller, R. J., Goddard, Y. L., Goddard, R., Larsen, R. ve Jacob, R. (2010). Instructional Leadership: A Pathway to Teacher Collaboration and Student Achievement.
  • Nadir, U. ve Aktan, M. C. (2015). Social justice, education and school social work in Turkey. Quality, Social Justice and Accountability in Education Worldwide, 217–221.
  • Pounder, D., Reitzug, U. ve Young, M. D. (2005). Preparing School Leaders for School Improvement, Social Justice, and Community. Yearbook of the National Society for the Study of Education, 101(1), 261–288. https://doi.org/10.1111/j.1744-7984.2002.tb00012.x
  • Riester, A. F., Pursch, V. ve Skrla, L. (2002). Principals for Social Justice: Leaders of School Success for Children from Low-Income Homes. Journal of School Leadership, 12(3), 281–304. https://doi.org/10.1177/105268460201200303
  • Şahenk, S. S. (2010). Characteristics of the headmasters, teachers and students in an effective school. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2010.03.682
  • Salisbury, C. L. ve Mcgregor, G. (2002). The administrative climate and context of inclusive elementary schools. Exceptional Children, 68(2), 259–274. https://doi.org/10.1177/001440290206800207
  • Scanlan, M. (2013). A Learning Architecture: How School Leaders Can Design for Learning Social Justice. Educational Administration Quarterly, 49(2), 348–391. https://doi.org/10.1177/0013161X12456699
  • Shahadan, A. ve Oliver, R. (2016). Educational Research and Reviews Elementary school leaders’ perceptions of their roles in managing school curriculum: A case study. 11(18), 1785–1789. https://doi.org/10.5897/ERR2015.2490
  • Shields, C. M. (2004). Dialogic Leadership for Social Justice: Overcoming Pathologies of Silence. Educational Administration Quarterly, 40(1), 111–134. https://doi.org/10.1177/0013161x03258963
  • Slater, C., Potter, I., Torres, N. ve Briceno, F. (2014). Understanding social justice leadership: An international exploration of the perspectives of two school leaders in Costa Rica and England. Management in Education, 28(3), 110–115. https://doi.org/10.1177/0892020614537516
  • Stevenson, H. P. (2007). A case study in leading schools for social justice: When morals and markets collide. Journal of Educational Administration, 45(6), 769–781. https://doi.org/10.1108/09578230710829937
  • Theoharis, G. (2008). Woven in deeply: Identity and leadership of urban social justice principals. Education and Urban Society, 41(1), 3–25. https://doi.org/10.1177/0013124508321372
  • Touchton, D. ve Acker-Hocevar, M. (2001). Using a Lens of Social Justice To Reframe Principals’ Interviews from High Poverty, Low Performing Schools.
  • Wahyuddin, W. (2017). Headmaster Leadership and Teacher Competence in Increasing Student Achievement in School. International Education Studies, 10(3). https://doi.org/10.5539/ies.v10n3p215
  • Wasonga, T. A. (2009). Leadership Practices for Social Justice, Democratic Community, and Learning: School Principals’ Perspectives. Journal of School Leadership, 19(2), 200–224. https://doi.org/10.1177/105268460901900204
  • Young, I. M. (1990). Justice and the Politics of Difference - Iris Marion Young - Google Kitaplar. https://books.google.com.tr/books?hl=tr&lr=&id=AU5dpgNLjA0C&oi=fnd&pg=PP1&dq=Young,+I.+M.+(1990).+Justice+and+the+politics+of+difference.+Princeton,+NJ:+Princeton+University+Press.&ots=1G_1iSOqk&sig=CDT4pnhXmt6hdXjMdt9kEO5jgBc&redir_esc=y#v=onepage&q=
  • Zembylas, M. (2010). The emotional aspects of leadership for social justice Implications for leadership preparation programs. Journal of Educational Administration, 48, 611–625. https://doi.org/10.1108/09578231011067767
There are 46 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Derleme Makale
Authors

Ertuğrul Yeşil 0000-0002-1870-8950

Mehmet Sincar 0000-0002-4979-5014

Publication Date April 30, 2021
Submission Date February 17, 2021
Acceptance Date April 18, 2021
Published in Issue Year 2021 Volume: 8 Issue: 1

Cite

APA Yeşil, E., & Sincar, M. (2021). Eğitimde Sosyal Adalet Liderliği Üzerine Bir İnceleme. Çağdaş Yönetim Bilimleri Dergisi, 8(1), 288-296.

In order for the applied article to be evaluated, it must be written according to the journal's writing rules, the full text must not contain the author's information, it must be written according to the article template, the similarity report must be uploaded, and the copyright transfer form must be signed and uploaded. The articles accepted for publication after the evaluation process has been completed should be corrected by the author(s) and uploaded to the journal website again by adding author information. Information about the researches that require the permission of the Ethics Committee can be accessed from the Ethical Principles and Publication Policy page. For studies that do not require Ethics Committee Permission, the Study Declaration Form that does not Require Ethics Committee Permission should be filled out and uploaded to the system and stated in the article.