A social justice challenge for school leadership in Australia

Book chapter


Kimber, Megan Paige. (2020). A social justice challenge for school leadership in Australia. In Handbook on Promoting Social Justice in Education pp. 523-543 Springer Nature. https://doi.org/10.1007/978-3-030-14625-2_97
AuthorsKimber, Megan Paige
Abstract

School leadership in many countries is affected by multiple challenges. Some are specific to the local community, some emerge from the education system, and some come from government policies. While most reforms center on better educational results for all students, whichever their specific area of focus, some reforms by their very nature, even if inadvertently, disrupt understandings of social justice. When educational reforms influence teachers’ professional and personal lives, as well as those of students, the scale of impact magnifies. School leaders’ decisions play an integral role in ameliorating that impact, not simply in implementing reform. A theoretical framework based on democratic theory is adapted and applied to high-stakes testing, school autonomy, performance pay, and commercialization and marketization to consider their impact on social justice.

KeywordsCommercialization; Democratic deficit; High-stakes testing; Hollow state; Performance; School autonomy; Social justice
Page range523-543
Year01 Jan 2020
Book titleHandbook on Promoting Social Justice in Education
PublisherSpringer Nature
Place of publicationSwitzerland
Edition1
ISBN9783030146245
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-14625-2_97
Web address (URL)https://link.springer.com/referenceworkentry/10.1007/978-3-030-14625-2_97
Open accessPublished as non-open access
Research or scholarlyResearch
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online28 Feb 2020
Publication process dates
Accepted14 Feb 2024
Deposited26 Feb 2024
Additional information

© Springer Nature Switzerland AG 2020.

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