Towards Social Justice in Highly Complex Schools in Catalonia, Spain

Autor/inn/en	Silva, Patricia; Antúnez, Serafín; Slater, Charles L.
Titel	Towards Social Justice in Highly Complex Schools in Catalonia, Spain
Quelle	In: Educational Management Administration & Leadership, 49 (2021) 2, S.336-351 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slater, Charles L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143219898487
Schlagwörter	Foreign Countries; Social Justice; Principals; Diversity; Transformational Leadership; Immigrants; Trust (Psychology); Special Needs Students; Group Unity; Equal Education; Administrator Attitudes; Educational Practices; Spain + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Principal; Schulleiter; Immigrant; Immigrantin; Immigranten; Sonderpädagogischer Förderbedarf; Gruppenidentität; Bildungspraxis; Spanien
Abstract	This study investigated social justice from the point of view of school directors, teachers, and parents. We chose two schools that were undergoing major demographic changes because of increased immigration into Catalonia, Spain. They were both classified as "schools of maximum complexity" because of their socio-economic characteristics. The research questions focused on how directors, teachers, and parents give meaning to social justice and what actions they take to achieve it. Teachers and principals adopted practices that have been described in leadership literature as transformational, such as building trust and challenging the process; they only occasionally showed transformative practices like those described by Santamaria (2014) as applied critical leadership (ACL). They were motivated by seeing the needs of migrant families and students with special needs. They seriously considered social cohesion and believed that all students should be given the same opportunities and treated fairly. While these principals wanted to guide teachers to see their work in new ways and develop practices to address the needs of a changing student population, they did not reflect on the connection between day-to-day problems and the larger social system. This critical perspective is essential to ACL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01