The Micropolitical Process of Social Justice Leadership: When Educators’ Perspectives and Actions Conflict

• In Event: Leadership, Policy, and Politics

Abstract

This qualitative study examined school leaders’ conceptions of social justice work, the challenges they encountered, and the micropolitical strategies they used to achieve equitable systems and practices. The findings revealed that both teacher and administrative leaders conceptualized social justice as a moral imperative to improve schools for the common good. While their colleagues espoused similar goals, the participants’ attempts to translate shared beliefs into practice were often met with resistance because colleagues were more comfortable with enacting “passive” forms of social justice that supported hierarchal power structures. Engaging others in “active” forms of social justice required developing a complex repertoire of micropolitical skills that included acting strategically and building powerful networks and alliances inside and outside of school.

Authors

• Denise E. Armstrong, Brock University

• Stephanie Diane Tuters, OISE/University of Toronto

• Nathalie Carrier, OISE/University of Toronto