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School Leadership and Social Justice: Evidence from Ghana and Tanzania

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dc.creator Bosu, R.
dc.creator Dare, A.
dc.creator Dachi, Hillary A.
dc.creator Fertig, M.
dc.date 2016-03-17T09:48:55Z
dc.date 2016-03-17T09:48:55Z
dc.date 2011
dc.date.accessioned 2018-04-18T11:50:18Z
dc.date.available 2018-04-18T11:50:18Z
dc.identifier Bosu, R., Dare, A., Dachi, H. and Fertig, M., 2011. School leadership and social justice: Evidence from Ghana and Tanzania. International Journal of Educational Development, 31(1), pp.67-77.
dc.identifier http://hdl.handle.net/123456789/1076
dc.identifier 10.1016/j.ijedudev.2010.05.008
dc.identifier.uri http://hdl.handle.net/123456789/10775
dc.description Headteachers working under conditions of severe hardship in Africa face tremendous challenges, often exacerbated by a sense of hopelessness and lack of agency to effect improvements within their school. This paper focuses on notions of leadership agency and ‘social justice’ within an African educational context, with a specific focus on the school level, and reports on a small-scale research project involving primary headteachers in Ghana and Tanzania engaging with action research in order to bring about changes which they feel will benefit the quality of pupil learning. The study presents some positive impacts generated by the headteachers’ actions and indicates ways in which these actions illustrate developments in areas of ‘social justice’ related to fairness, equity, recognition, and redistribution. The findings suggest that empowering headteachers through the use of action research can enable them to act creatively and positively to benefit the quality of education offered to the pupils within their schools.
dc.language en
dc.publisher Elsevier
dc.subject Educational leadership
dc.subject Social justice
dc.subject Educational policy
dc.title School Leadership and Social Justice: Evidence from Ghana and Tanzania
dc.type Journal Article, Peer Reviewed


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