Date

2018-09-02

Author

Beycioğlu, Kadir
Kondakçı, Yaşar
Önen, Özgür

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The search for a just society can be rooted to earlier discourse. It has been a “hot issue” in both Western and Eastern traditions. Many thinkers/philosophers have theorized about justice to meet the necessities of a just society. As Mansfield (2013) defines Social Justice’ (SJ) is the responsibility of a society and its organizations to promote welfare for every members of the society. SJ has been on the agendas of educational researchers (Arar, 2015). In this sense, increased use of the terms ‘equity’ and ‘SJ’ in educational research reflects the aspiration to implement the belief that ‘all children can learn’ in the mission and vision statements of many schools and the idea that they should have access to socially just learning opportunities (Arar, Beycioglu & Oplatka, 2017; Slater, Potter, Torres & Briceno, 2014). Research has revealed that SJ is culturally constructed and it is contributive to learn about leadership for SJ practices in different contexts (Beycioglu & Kondakçı, 2017; Berkovich, 2014; King & Robinson, 2017). Research also shows that schools and school leaders are significant in creating a just society (Oplatka & Arar, 2015), and that school leaders’ ability to introduce educational equality improves access and produces superior educational achievements (Arar, Beycioglu & Oplatka, 2017) Thus, the current study presents the work conducted under the International School Leadership Development Network (ISLDN) project, a collaboration jointly sponsored by UCEA and the British Educational Leadership, Management, and Administration Society (BELMAS). This paper from Turkey aims to examine socially just leader practices through the country’s context. In this study we aim to describe a brief sense of SJ leadership and the extent of which social justice (SJ) leadership is practiced by principals in Turkish context when facing challenging circumstances and working to advocate for marginalized/disadvantageous children. In accordance with the aim of the study, we seek to understand; (1) How do Turkish school leaders make sense of SJ? (2) What do Turkish principals do to meet the needs of marginalized students in their schools? (3) What factors facilitate or hinder the work of school principals in meeting the needs of marginalized students? It is assumed that this study may contribute to the understanding of SJ leadership and its practices in Turkish context and contribute to the literature abroad.

URI

https://hdl.handle.net/11511/78135

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Department of Educational Sciences, Conference / Seminar