Educational leadership for social justice in Costa Rica, Mexico, and Spain
| Published date | 02 May 2017 |
| Pages | 316-333 |
| Date | 02 May 2017 |
| DOI | https://doi.org/10.1108/JEA-03-2016-0033 |
| Author | Patricia Silva,Charles L. Slater,Gema Lopez Gorosave,Victoria Cerdas,Nancy Torres,Serafin Antunez,Fernando Briceno |
| Subject Matter | Education,Administration & policy in education,School administration/policy,Educational administration,Leadership in education |
Educational leadership for
social justice in Costa Rica,
Mexico, and Spain
Patricia Silva
Universitat de Lleida, Lieida, Spain
Charles L. Slater
Department of Education Leadership,
California State University Long Beach, Long Beach, California, USA
Gema Lopez Gorosave
Autonomous University of Baja California, Ensenada, Mexico
Victoria Cerdas and Nancy Torres
Universidad Nacional, Heredia, Costa Rica
Serafin Antunez
Universidad de Barcelona, Barcelona, Spain, and
Fernando Briceno
Universidad Nacional, Heredia, Costa Rica
Abstract
Purpose –The purpose of this paper is to examine the role of school leadersto provide social justice in three
contexts: Costa Rica, Mexico, and Spain.
Design/methodology/approach –A qualitative study was conducted under the interpretative tradition
characterized by a search for an understanding of the social world from the point of view of a school director
from each of the three countries. Interviews were conducted to determine their views on social justice, the
actions they took, and the obstacles they confronted.
Findings –The directors conceived of education as a right and believed in equal educational opportunity,
and fair distribution of resources. They used a variety of methods to promote social justice, increase social
cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control
rather than support their efforts. They were committed to working in schools with marginalized populations,
but their efforts had taken a toll on their personal and professional lives.
Research limitations/implications –The research looked at just three principals whose experiences were
unique to their context. However, the study has the advantage of looking at schools not typically included in
educational research.
Practical implications –The work of these school directors underscores the need for preparation in skills,
knowledge, and values to work for social justice.
Originality/value –The value of this research is to illuminate the narratives of school leaders. Working
across borders can provide insights about the possibilities of change and strength to persevere.
Keywords Principals, Leadership, Educational administration, Social justice
Paper type Research paper
During the world war, political turmoil and hunger force legions of people to flee their homes
and travel long distances under hazardous conditions in the hope of finding peace and
stability. Families move within countries and between countries to find a refuge of safety, a
job that earns a living wage and an education for their children. Yet upon arrival, the door to
enter may be shut leaving would-be immigrants to fend for themselves. These disparities in
wealth, well-being, and opportunity did not come about by chance.
Bourdieu (1986) introduced the concepts of cultural, social, and symbolic forms of capital
and cultural reproduction to explain how elites of the society are able to keep and pass on
Journal of Educational
Administration
Vol. 55 No. 3, 2017
pp. 316-333
© Emerald PublishingLimited
0957-8234
DOI 10.1108/JEA-03-2016-0033
Received 12 March 2016
Accepted 3 November 2016
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0957-8234.htm
316
JEA
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their position. Education further reinforces the ideology and control of dominant and
powerful groups in the society that take control of education through what Apple (2000) has
called commodification, privatization, and marketization of educational problems. Apple is
more optimistic than Bourdieu in that he sees a counter-hegemonic possibility for action,
which becomes particularly salient when there is a crisis. The role of education is to raise the
consciousness of the oppressed so that they can create their own solutions (Freire, 2000).
However, schools continue to perpetuate inequities in a variety of ways.
Nieto (1992) showed systemic educational policies and practices that promote racism,
inequality, discrimination, and exclusion of marginalized people. Oakes (2005) showed that
racially unjust practices can go on inside schools in the form of planned and unplanned
tracking of students into ability groups. Scheurich and Skrla (2003) have tried to counter
these and other inequitable racial and gender practices through the application of equity
audits of schools. Other marginalized groups such as students with special needs, second
language learners, foster children, and the LGBTQ youth are now receiving increased
attention. These youth frequently become homeless when they are pushed out by their
parents (Theoharis, 2007).
Most studies of social justice have been carried out in English-speaking countries, and
there has been little communication about these issues across borders. Children of parents,
who are attempting to migrate, present special challenges for schools. They are a diverse
group who lack resources and often need education to learn a new language and culture to
get training necessary for employment.
Social justice is not just a local issue, but it has global dimensions ( Jean-Marie et al., 2009;
White and Cooper, 2014). Collard (2007) called for an international approach of mutual
respect in pursuit of social justice:
Established educational leadership discourse has been dominated by Anglo-American perspectives
oblivious to the cultural diversity that characterizes the contemporary world. It has frequently
privileged mono-cultural, mainstream values which have meant indigenous and ethnic groups have
suffered alienation, exclusion and disadvantage (Collard, 2007, p. 740).
Bogotch and Shields (2014) concluded their international handbook on social justice
leadership with the simple statement that the way forward is to connect action and words.
The role of the principal will be critical in making this connection and rallying teachers to
address the needs of immigrant populations.
Leadership
Research on schools in English-speaking countries indicates that the principal has a key role
to play to establish a just school. (Bogotch and Shields, 2014; Brown, 2004; Collard, 2007;
DeMatthews and Mawhinney, 2013; Pazey et al., 2012). While the same generalization is true
in Spanish-speaking countries, research in Spain and Latin America has not been widely
published in English language journals. The following three studies represent efforts to
begin cross-cultural communication about social justice.
Fierro and Paradise Loring (2013) point out that the school principal exerts
considerable authority over the lives of students, teachers, and parents by deciding
who is to receive favor, mediating conflicts, and choosing which group to attend to.
They completed a qualitative study based on the narratives of 248 school directors
of elementary and middle schools in rural and urban areas. The vast majority of dilemmas
had to do with teachers who lacked commitment or failed to come to school regularly
and punctually.
The concept of invisibilization helped to explain how principals tended to neglect the
interests and concerns of students in favor of teachers. They paid more attention to teachers
because their cooperation was necessary for the efficient running of the school.
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Educational
leadership for
social justice
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