Principal Perspectives on Social Justice School Leadership: A Systematic Review

• In Event: Promoting Social Justice Teaching for Success

Abstract

This systematic literature review compares the methodological design, frameworks, and findings of social justice leadership research across multiple educational contexts, including South Africa, Turkey, Israel, Mexico, Canada and the United States. Through an iterative process, the search was specific to principals’ social justice leadership beliefs and practices globally. Including only peer-reviewed articles, preliminary results indicate that studies were primarily qualitative in design, with few variations in data collection and analysis strategies. Additionally, there was minimal use of theoretical frameworks guiding the studies. Furthermore, only a limited number of studies reported findings related to principal preparation across the various contexts. Implications for creating more equitable education systems through decentering Western-dominant research and discourse are discussed.

Authors

• Kadia N Hylton-Fraser, Jamaica Theological Seminary

• Kaitlin Anderson, American Institutes for Research