Skip to main content
SpringerLink
Log in

The Significance of Context in the Enactment of Social Justice

  • Chapter
  • First Online:
Cultures of Social Justice Leadership

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

Abstract

The ways in which the external influences of context, situated in policy and political discourse, along with the issues brought to bear by the internal and external school community and stakeholder demographics are key in shaping the practice of social justice in schools (Angelle et al. 2015, 2016; Torrance and Forde 2017a). Research that explores social justice leadership simultaneously, rather than contrasted against it, as well as investigations that examine the role of context in relation to leadership for social justice is placed on an international scale and highlighted here.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Angelle, P. S. (2017). Beliefs and behaviors of two high school principals in developing a sense of school community for students. NASSP Bulletin, 101(1), 5–22.

    Article  Google Scholar 

  • Angelle, P. S., Arlestig, H., & Norberg, K. (2016). The practice of socially just leadership: Contextual differences in US and Swedish principals. International Studies in Educational Administration, 43(2), 21–37.

    Google Scholar 

  • Angelle, P. S., Morrison, M., & Stevenson, H. (2015). ‘Doing’ social justice leadership: Connecting the macro and micro contexts of schooling. In D. Anderson & J. Ryan (Eds.), Working (with/out) the system: Educational leadership, micropolitics and social justice. Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Bredeson, P. V., Klar, H., & Johansson, O. (2011). Context-responsive leadership: Examining superintendent leadership in context. Education Policy Analysis Archives, 19, 18.

    Google Scholar 

  • Bogotch, I. E. (2000). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2): 138–156.

    Google Scholar 

  • Cheng, Y. C. (2000). Cultural factors in educational effectiveness: A framework for comparative research. School Leadership and Management, 20(2), 207–225.

    Article  Google Scholar 

  • DeMatthews, D. E. (2016). Competing priorities and challenges: Principal leadership for social justice along the US-Mexico border. Teachers College Record, 118(8), n8.

    Google Scholar 

  • DeMatthews, D. E., Edwards, D. B., Jr., & Rincones, R. (2016). Social justice leadership and family engagement: A successful case from Ciudad Juárez, Mexico. Educational Administration Quarterly, 52(5), 754–792.

    Article  Google Scholar 

  • Dempster, N., Carter, L., Freakley, M., & Parry, L. (2004). Conflicts, confusions and contradictions in principals’ ethical decision making. Journal of Educational Administration, 42(4), 450–461.

    Article  Google Scholar 

  • Forde, C., & Torrance, D. (2017). Social justice leaders: Critical moments in head teachers’/principals’ development. Research in Educational Administration and Leadership. Special issue on “Leadership Stories”, unlocking the path to social justice leadership: Leadership stories from head teachers/principals, 2(1), 29–52.

    Google Scholar 

  • Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469–484.

    Article  Google Scholar 

  • Gronn, P., & Ribbins, P. (1996). Leaders in context: Postpositivist approaches to understanding educational leadership. Educational Administration Quarterly, 32(3), 452–473.

    Article  Google Scholar 

  • Hantrais, L. (1999). Contextualization in cross-national comparative research. International Journal of Social Research Methodology, 2(2), 93–108.

    Article  Google Scholar 

  • Hausman, C. S., Crow, G. M., & Sperry, D. J. (2000). Portrait of the “ideal principal”: Context and self. NASSP Bulletin, 84(617), 5–14.

    Article  Google Scholar 

  • Morrison, M. (2017). Conceiving context: The origins and development of the conceptual framework. In P. S. Angelle (Ed.), A global perspective of social justice leadership for school principals. Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Oplatka, I., & Arar, K. H. (2016). Leadership for social justice and the characteristics of traditional societies: Ponderings on the application of western-grounded models. International Journal of Leadership in Education, 19(3), 352–369.

    Article  Google Scholar 

  • Osborn, M. (2004). New methodologies for comparative research? Establishing ‘constants’ and ‘contexts’ in educational experience. Oxford Review of Education, 30(2), 265–285.

    Article  Google Scholar 

  • Shields, C. M., & Bogotch, I. (2014). The way forward. In I. Bogotch & C. M. Shields (Eds.), International handbook of educational leadership and social (in)justice. Dordrecht, The Netherlands: Springer.

    Google Scholar 

  • Torrance, D., & Forde, C. (2017a). Social justice leadership in Scottish education. Scottish Educational Review, 49(1): 51–66.

    Google Scholar 

  • Torrance, D., & Forde, C. (2017b). Policy and practice in social justice leadership in Scotland. In P. S. Angelle (Ed.), A global perspective of social justice leadership for school principals. Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Zajda, J., Majhanovich, S., & Rust, V. (Eds.). (2006). Education and social justice. Dordrecht: Springer.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville, TN, USA

    Pamela S. Angelle

  2. Moray House School of Education, University of Edinburgh, Edinburgh, Scotland, UK

    Deirdre Torrance

Authors
  1. Pamela S. Angelle
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Deirdre Torrance
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Pamela S. Angelle .

Editor information

Editors and Affiliations

  1. Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville, USA

    Pamela S. Angelle

  2. Moray House School of Education, University of Edinburgh, Edinburgh, UK

    Deirdre Torrance

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Angelle, P.S., Torrance, D. (2019). The Significance of Context in the Enactment of Social Justice. In: Angelle, P., Torrance, D. (eds) Cultures of Social Justice Leadership. Intercultural Studies in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-10874-8_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-10874-8_9

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-10873-1

  • Online ISBN: 978-3-030-10874-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation