Social Justice Leadership: Principals’ Perspectives in Trinidad and Tobago

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dc.contributor.authorConrad, Dennis
dc.contributor.authorLee-Piggott, Rinnelle
dc.contributor.authorBrown, Launcelot
dc.date.accessioned2024-09-19T16:46:05Z
dc.date.available2024-09-19T16:46:05Z
dc.date.issued2019
dc.description.abstractThe paper “Thinking of, Knowing, and Doing Social Justice Leadership: Principals’ perspectives” explores the understanding and practice of principals regarding social justice leadership. The study adopts phenomenography as its methodology and presents findings gleaned from the semistructured interviews of 11 principals in Trinidad and Tobago. Findings indicate that principals were generally unaware of a social justice leadership orientation, but values of fairness and equity, for instance, were common in their understandings. Social justice leadership roles were conceptualized as multifaceted, difficult and requiring strategy and caution, but emphasized a need for self-investment and collaboration. It was found that principals’ unclear conceptualizations translated into guesswork when practicing social justice leadership from which emerged unique ways of ‘doing’ social justice. Findings point to the need to place social justice atop Trinidad and Tobago’s school improvement agenda.
dc.identifier.urihttps://dergipark.org.tr/en/download/article-file/898677
dc.identifier.uriDOI: 10.30828/real/2019.3.5
dc.identifier.urihttps://hdl.handle.net/2139/56981
dc.language.isoen_US
dc.relation.ispartofseriesResearch in Educational Administration & Leadership, Volume: 4, Issue: 3, Special Issue, 554-589
dc.subjectTrinidad and Tobago
dc.subjectPhenomenography
dc.subjectUnderstanding social justice
dc.subjectRoles
dc.subjectLeadership practices
dc.subjectEquity
dc.subjectMarginalized
dc.subjectDeprivileging
dc.titleSocial Justice Leadership: Principals’ Perspectives in Trinidad and Tobago
dc.typeOther

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