Liderança para a Justiça Social: Pedagogicas para a Justiça Social

The relationship between educational leadership and practices of social justice is now entering its second decade with respect to empirical research studies. There have been three distinct research agendas: the first involves attempts to define the meaning(s) of educational leadership for social justice; the second is the descriptive documentation of school leadership behaviors which address social injustices and inequities within schools; and, the third focuses on the development of leadership preparation programs that include social justice as a curricular foundation. This paper is delimited to a review of literature documenting the relationship between social justice and leadership preparation programs, highlighting specific pedagogies, and building towards a curriculum. We take a chronological perspective moving from early theoretical conceptions of social justice to early studies on preparation programs and then focus on second generation empirical research centered on social justice pedagogies and curriculum developmentLa relación entre el liderazgo educativo y la práctica de la justicia social ha comentando una segunda década con respecto a los estudios de investigación empírica. Ha habido tres agendas de investigación diferenciadas: la primera se refiere a los intentos por definir cuál es el significado de liderazgo educativo para la justicia social; la segunda es la búsqueda de descripciones claras de los comportamientos de los líderes que se ocupan de las injusticias sociales y las desigualdades dentro de las escuelas; y, la tercera se centra en el desarrollo de programas de preparación para el Liderazgo escolar que incluyen la justicia social como eje del currículo. Este trabajo realiza una revisión de la literatura que documenta la relación entre la justicia social y los programas de preparación para el liderazgo en las escuelas. Desde una perspectiva cronológica, pasamos a revisar cuáles son las primeras concepciones teóricas de la justicia social y, a continuación, nos centrmos en abordar la investigación empírica desarrollada en esta segunda generación de estudios sobre las pedagogías de la justicia social y el desarrollo del currículoA relação entre a liderança ea prática da justiça social educacional tem sido comentando a segunda década em relação a estudos empíricos. Houve três agendas de pesquisa distintas: a primeira refere-se a tentativas de definir qual é o significado de liderança educacional para a justiça social; o segundo é a busca de descrições claras dos comportamentos dos líderes que abordam as injustiças e desigualdades sociais dentro das escolas; ea terceira centra-se no desenvolvimento de programas de preparação para a liderança escolar, incluindo a justiça social no centro do currículo. Este trabalho é uma revisão da literatura que documenta a relação entre os programas de justiça e de preparação sociais para a liderança escolar. Do ponto de vista cronológico, revisamos o que as primeiras concepções teóricas de justiça social, então nós centrmos na abordagem de pesquisa empírica desenvolvida nesta segunda geração de estudos sobre as pedagogias de justiça social e de desenvolvimento curricula

A model of school managerial control : the systematic analysis of managerial behaviors, processes, and indicators

The theoretical construct of control has been defined as necessary (Etzioni, 1965), ubiquitous (Vickers, 1967), and on-going (E. Langer, 1983). Empirical measures, however, have not adequately given meaning to this potent construct, especially within complex organizations such as schools. Four stages of theory-development and empirical testing of school building managerial control using principals and teachers working within the nation\u27s fourth largest district are presented in this dissertation as follows: (1) a review and synthesis of social science theories of control across the literatures of organizational theory, political science, sociology, psychology, and philosophy; (2) a systematic analysis of school managerial activities performed at the building level within the context of curricular and instructional tasks; (3) the development of a survey questionnaire to measure school building managerial control; and (4) initial tests of construct validity including inter-item reliability statistics, principal components analyses, and multivariate tests of significance. The social science synthesis provided support of four managerial control processes: standards, information, assessment, and incentives. The systematic analysis of school managerial activities led to further categorization between structural frequency of behaviors and discretionary qualities of behaviors across each of the control processes and the curricular and instructional tasks. Teacher survey responses (N=486) reported a significant difference between these two dimensions of control, structural frequency and discretionary qualities, for standards, information, and assessments, but not for incentives. The descriptive model of school managerial control suggests that (1) teachers perceive structural and discretionary managerial behaviors under information and incentives more clearly than activities representing standards or assessments, (2) standards are primarily structural while assessments are primarily qualitative, (3) teacher satisfaction is most closely related to the equitable distribution of incentives, (4) each of the structural managerial behaviors has a qualitative effect on teachers, and that (5) certain qualities of managerial behaviors are perceived by teachers as distinctly discretionary, apart from school structure. The variables of teacher tenure and school effectiveness reported significant effects on school managerial control processes, while instructional levels (elementary, junior, and senior) and individual school differences were not found to be significant for the construct of school managerial control

Education and social cohesion for economic growth

Relevant theoretical underpinnings suggest that higher education, continuous professional development and training provide numerous opportunities for societal advancement. This contribution posits that interventions in the realms of education can play a significant role in shaping key performance indicators for laudable social outcomes. It suggests that education leadership may contribute to create a fair, just and equitable society for all. This article discusses how education fosters social cohesion. This paper sheds light on Malta’s National Reform Programme in order to meet the European Union’s (EU’s) 2020 strategy. It presents an assessment of the economic, social and environmental situation in Malta. The smallest EU state is pursuing its policy efforts to reduce early school leaving. At the same time, it is striving to address skills gaps (and mismatches) in its domestic labour market. This case study indicates that with better education leadership, there may be implications for economic growth, job creation and competitiveness. It shows that family-friendly measures including better access to childcare, more flexible working schemes and employer incentives can help individuals to return to work. In conclusion, this contribution maintains that the pursuit towards continuous improvements in education leadership and social progress can create a virtuous cycle of productivity outcomes and economic growth.peer-reviewe

A Genealogy toward Methodic Doubts in Educational Leadership Research

In this critical narrative essay, titled A Genealogy Toward Methodic Doubts, I ask readers not only how and why educational leadership research(ers) detoured from the rigorous pursuits of truths, but also how and why I had missed the signposts which might have alerted me and others that our continuing practices, even with recognizing methodological limitations, were flawed. The empirical examples presented here come mostly from US policies, Western theories, and traditional methods, but likely apply to other contexts worldwide