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ERIC Number: EJ1207410
Record Type: Journal
Publication Date: 2017-Jul
Pages: 11
Abstractor: ERIC
ISSN: EISSN-2564-7261
Making Sense of It All: Values, Relationships and a Way Forward
King, Fiona; Robinson, Kerry
Research in Educational Administration & Leadership, v2 n1 p128-138 Jul 2017
This special issue set out to explore "Leadership Stories" and in particular "Unlocking the Path to Social Justice Leadership" in various countries around the world. All stories reported by the participants involved in the social justice strand of the International School Leadership Development Network (ISLDN), which defines social justice leadership as "a principal who is committed to reducing inequalities and makes this aim a high priority in leadership practice" (Angelle, 2017, p. 308). This Special Issue aimed to unpack how social justice leaders learned to become social justice leaders, the foundational aspects that influenced these leaders to work for a socially just educational experience for all children. Synthesis of the various perspectives presented in the articles reveal two key themes that have emerged across all papers in this Special Issue, albeit in varying degrees; values and relationships. A central tenet emanating from all papers is the concept of values and awareness or self-awareness of one's values. This article explores the presence of self-value in each of the articles as well as a second theme: the fact that not many of the leaders aspired to become leaders, much less social justice leaders at the beginning of their careers. However, through relationships with others and resultant experiences, they felt they could make a difference if they became a social justice leader/principal. Lastly, the article considers what this says about social justice leadership, and learning to become a social justice leader.
EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A