Social justice leadership in Irish schools: conceptualisations, supports and barriers

Abstract

Social justice leadership is gaining increased attention as issues of equity, inclusion, and diversity inform policies. This paper draws on research within the International School Leadership Development Network’s project studying social justice school leadership. It reports on a survey (N = 89) of Irish school leaders on their conceptualisation of social justice leadership, and their perception of support and barriers to its practice. Findings indicate a lack of cultural and ethnic diversity in the leadership of Irish schools. However, seventy five per cent identified as social justice leaders. Participants’ parents, their own previous education and teaching experiences were the key influences on their social justice beliefs. Conceptualisations of social justice leadership centred around equality of opportunity and inclusion within a meritocratic framework. Principal and teacher behaviours and characteristics and school culture were perceived as both the greatest support and barriers to social justice leadership practice. This coupled with the stated social justice orientation of the mission, values, or ethos frameworks of patron bodies suggest that there is a foundation that can be built on through leaders’ professional learning to further develop conceptualisations and attendant social justice practices in Irish schools.