School Leadership and Social Justice: Evidence from Ghana and Tanzania

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dc.creatorBosu, R.
dc.creatorDare, A.
dc.creatorDachi, Hillary A.
dc.creatorFertig, M.
dc.date2016-03-17T09:48:55Z
dc.date2016-03-17T09:48:55Z
dc.date2011
dc.date.accessioned2018-04-18T11:50:18Z
dc.date.available2018-04-18T11:50:18Z
dc.descriptionHeadteachers 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.identifierBosu, 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.identifierhttp://hdl.handle.net/123456789/1076
dc.identifier10.1016/j.ijedudev.2010.05.008
dc.identifier.urihttp://hdl.handle.net/123456789/10775
dc.languageen
dc.publisherElsevier
dc.subjectEducational leadership
dc.subjectSocial justice
dc.subjectEducational policy
dc.titleSchool Leadership and Social Justice: Evidence from Ghana and Tanzania
dc.typeJournal Article, Peer Reviewed

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