School Principals’ Practices for Social Justice: The Case of Students Facing the Threat of Home Demolition or Relocation

• In Event: Student-Focused Leadership for Equity and Justice

Abstract

Grounded in social justice leadership theory, this study explores the practices of school leaders aimed at promoting social justice for students living under the threat of home demolition/relocation. Data was collected from a case study of an elementary public school located in unrecognized villages in Israel, through semi-structured interviews (teaching staff, principal, superintendent, and students), as well as school documents and direct observations of the principal. The findings revealed three central themes: (1) Principal in action – leveraging his role to bridge gaps, reduce injustice, and empower the community in his village; (2) Differential allocation of resources; and (3) Student empowerment.

Authors

• Rima'a Da'as, Hebrew University of Jerusalem

• Shorok Suliman, Hebrew University of Jerusalem