You are here:

School leadership and social justice: Evidence from Ghana and Tanzania
ARTICLE

, , ,

International Journal of Educational Development Volume 31, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

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.

Citation

Bosu, R., Dare, A., Dachi, H. & Fertig, M. (2011). School leadership and social justice: Evidence from Ghana and Tanzania. International Journal of Educational Development, 31(1), 67-77. Elsevier Ltd. Retrieved October 2, 2022 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2010.05.008

Keywords