Leadership for Equity, Inclusion, and Social Justice: A Comparative Qualitative Case Study of K-12 School Principals’ Practices Informing Education Renewal

• In Event: Intersections of Justice, Whiteness, and Educational Renewal

Abstract

This comparative case study examines leadership practices of 24 K-12 principals promoting equity, inclusion, and social justice. Semi-structured interviews reveal distinct approaches between private and public school principals. Private school principals focus on inclusive communities, student belonging, and empowering teacher and student voices. Public school principals prioritize culturally responsive teaching, community partnerships, equitable resource access, and policy development. Context-specific leadership approaches are crucial for promoting equity and inclusion. This study contributes to the literature on leadership for social justice, informing education renewal efforts and providing implications for school leaders, policymakers, and researchers. The findings highlight the need for nuanced strategies to address systemic inequalities and promote equitable learning environments.

Authors

• Wei Zhang, Western Michigan University

• Shuzhen Xie, Marquette University