© 2019

Cultures of Social Justice Leadership

An Intercultural Context of Schools

  • Pamela S. Angelle
  • Deirdre Torrance

Part of the Intercultural Studies in Education book series (ISE)

Table of contents

  1. Front Matter
    Pages i-xix
  2. Deirdre Torrance, Pamela S. Angelle
    Pages 1-19
  3. Fiona King, Christine Forde, Jamila Razzaq, Deirdre Torrance
    Pages 67-92
  4. Paul W. Miller, Carmel Roofe, Marina García-Carmona
    Pages 93-119
  5. Charles L. Slater, Patricia Silva, Gema López-Gorosave, Michele Morrison, Serafín Antúnez, Brian Michael Corrales Maytorena et al.
    Pages 121-146
  6. Celina Torres-Arcadia, Elizabeth T. Murakami, Cristina Moral
    Pages 147-168
  7. Ken Jones, Pamela S. Angelle, Caroline Lohmann-Hancock
    Pages 169-194
  8. Pamela S. Angelle, Deirdre Torrance
    Pages 195-207
  9. Back Matter
    Pages 209-212

About this book


This book explores our understanding of school leaders’ actions as they work to enact a socially just school culture. Including unique case studies from around the globe, the editors and contributors examine whether this work is enhanced or diminished by the context in which the school is placed. While the onus of emphasising social justice is placed on the school leader, they must enact this within the micro/meso/macro context of the school setting. Rich in both the unique stories of these schools and their successes and challenges in the enactment of social justice, these global case studies act as a lens for social justice leadership in a variety of regions and at international levels. The global scale combined with detailed analysis of this book will appeal to scholars of education and social justice as well as school leaders and policy makers. 


Contexts of education Educational leadership Comparative Studies Social Justice Intercultural Studies

Editors and affiliations

  • Pamela S. Angelle
    • 1
  • Deirdre Torrance
    • 2
  1. 1.Department of Educational Leadership and Policy StudiesUniversity of TennesseeKnoxvilleUSA
  2. 2.Moray House School of EducationUniversity of EdinburghEdinburghUK

About the editors

Pamela S. Angelle is Professor at the University of Tennessee, USA. She also coordinates the Graduate Program in Educational Leadership and Policy Studies. Her research interests include teacher leadership, organizational conditions and contexts contributing to a collegial school community.

Deirdre Torrance
is Honorary Fellow at the University of Edinburgh, UK. Her research interests include headship/principalship, teacher leadership, leadership preparation and women in leadership.

Bibliographic information