A case study in leading schools for social justice: when morals and markets collide

Abstract

Purpose

This paper explores how school leaders seek to promote social justice agendas within the context of multi‐ethnic schools in England.

Design/methodology/approach

The paper draws on data from five case‐study secondary schools in England. Qualitative data was derived from interviewing principals in each institution together with interviews with staff, students and members of the wider community.

Findings

Effective principals in multi‐ethnic schools had strong values commitments to social justice and were able to articulate these values across and through the policies and practices in their schools. However, in some cases value commitments to equity and inclusivity could be challenged by the consequences of policies promoting school choice and the development of a quasi‐market for school education. This could present school leaders with complex moral dilemmas that counter posed inclusion aspirations against performance in the local market.

Originality/value

School leadership committed to promoting social justice can be both supported and undermined by the context created by national policy initiatives. This paper highlights the need to ensure education policy is fully aligned with social justice objectives if it is facilitate, not hinder, efforts in school to challenge inequalities.

Citation

Stevenson, H.P. (2007), "A case study in leading schools for social justice: when morals and markets collide", Journal of Educational Administration, Vol. 45 No. 6, pp. 769-781. https://doi.org/10.1108/09578230710829937