Abstract
As a result of educational policies emanating from issues relating to increasingly globalized societies, schooling is becoming increasingly standardized, not only in terms of assessment and evaluation but also in terms of processes, policies, and procedures. At issue is the question of where should social justice fit within competing notions of greater order and control over the process of schooling. This chapter advocates the deinstitutionalizing of such “educational factories” in order to gain greater clarity about what some of the advantages are for creating more socially just schools. The focus is on the perspective of the school leader as the individual who is in a key position to support inclusive leadership strategies. Two issues, “zero tolerance” and traditionally understood “inclusive education” policies are discussed as representative of well-intended but exclusionary policies that do little to advance true inclusionary practices within schools. Truly inclusive educational practices represent a form of social justice that is much needed within the school edifice.
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White, R.E., Cooper, K. (2014). Towards an Understanding of Social Justice in Our Schools: Globalization, Inclusive Leadership and the Transformation of Schooling. In: Bogotch, I., Shields, C. (eds) International Handbook of Educational Leadership and Social (In)Justice. Springer International Handbooks of Education, vol 29. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6555-9_53
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