Social Justice Theory

Alesina, A., Carlana, M., La Ferrara, E. Pinotti, P. (2018). Revealing stereotypes: Evidence from immigrants in schools. Harvard Kennedy School, 1-47. https://www.nber.org/papers/w25333 

Arao, B., Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. Style Publishing. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003447580-11/safe-spaces-brave-spaces-brian-arao-kristi-clemens 

B.C. Teacher Federation (2010). Using the BCTF social justice lens to focus our work. British Columbia Teacher Federation. https://www.bctf.ca/docs/default-source/advocacy-and-issues/sj-lens-booklet-revised-july-2019.pdf 

Banwo, B. O., Khalifa, M., & Karen, S. L. (2022). Exploring trust: Culturally responsive and positive school leadership. Journal of Educational Administration, 60(3), 323-339. https://doi.org/10.1108/JEA-03-2021-0065 

Bogotch, I. E. (2000). Educational leadership and social justice: Theory into practice. US Department of Education, 1-14. https://journals.sagepub.com/doi/10.1177/105268460201200203 

Breunig, M. (2019). Beings who are becoming: Enhancing social justice literacy. The Journal of Experiential Education, 42(1), 7-21. https://journals.sagepub.com/doi/abs/10.1177/1053825918820694 

Brooks, J. S., & Theoharis, G. (Eds.). (2018). White privilege and educational leadership. In White education: Privilege, power and prejudice in school and society (1st ed., pp. 52-61). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781351253482/whiteucation-jeffrey-brooks-george-theoharis 

Capper, C.A., Theoharis. G., & Sebastian, G. (2006). Toward a framework for preparing leaders for social justice. Journal of Educational Administration, 44(3), 209-224. https://www.researchgate.net/publication/242349193_Toward_a_framework_for_preparing_leaders_for_social_justice 

Celoria, D. (2016). The preparation of inclusive social justice education leaders. Educational Leadership and Administration: Teaching and Program Development, 27, 199–219. https://files.eric.ed.gov/fulltext/EJ1094414.pdf 

Chadderton, C. (2012). Problematising the role of the white researcher in social justice research. Ethnography and Education, 7(3), 363. https://www.tandfonline.com/doi/full/10.1080/17457823.2012.717203 

Chunoo, V., Beatty, C., & Gruver, M. (2019). Leadership educator as social justice educator. New Directions for Student Leadership, 2019(164), 87-103. https://doi.org/10.1002/yd.20360 

Ferguson, R. F. (2016). Aiming higher together: Strategizing better educational outcomes for boys and young men of colour. Malcolm Wiener Center for Social Policy at the Harvard Kennedy School, 1-82. https://www.hks.harvard.edu/publications/aiming-higher-together-strategizing-better-educational-outcomes-boys-and-young-men 

Grimaldi, E. (2012). Neoliberalism and the marginalisation of social justice: The making of an education policy to combat social exclusion. International Journal of Inclusive Education, 16(11), 1131–1154. https://doi.org/10.1080/13603116.2010.548105 

James C., & Turner, T. (2017). Towards race equity in education: The schooling of black students in the greater Toronto area. Retrieved from The Jean Augustine Chair in Education, Community and Diaspora York University. https://edu.yorku.ca/files/2017/04/Towards-Race-Equity-in-Education-April-2017.pdf 

Karpinski, C. F., & Lugg, C. A. (2006). Social Justice and Educational Administration: Mutually Exclusive? Journal of Educational Administration, 44(3), 278-292. https://www.researchgate.net/publication/235307409_Social_justice_and_educational_administration_Mutually_exclusive 

Kerr, J., & Andreotti, V. (2018). Recognizing more-than-human relations in social justice research: Gesturing towards decolonial possibilities. Issues in Teacher Education, 27(2), 53-67. https://files.eric.ed.gov/fulltext/EJ1185419.pdf 

Klein, E. D. (2017). Autonomy and accountability in schools serving disadvantaged communities. Journal of Educational Administration, 55(5), 589-604. http://dx.doi.org/10.1108/JEA-06-2016-0065 

Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedegogy. Theory into Practice, 34(1), 159-165. https://www.researchgate.net/publication/245591801_But_That%27s_Just_Good_Teaching_The_Case_for_Culturally_Relevant_Pedagogy 

Liou, Y-H., & Daly, A. J. (2014). Closer to learning: Social networks, trust, and professional communities. Journal of School Leadership, 24(4), 753-795. https://journals.sagepub.com/doi/10.1177/105268461402400407 

Lopez, A. E., & Jean-Marie, G. (2021). Challenging anti-black racism in everyday teaching, learning, and leading: From theory to practice. Journal of School Leadership, 31(1-2), 50-65. https://doi.org/10.1177/1052684621993115 

Louie, D. W. (2020). A social justice teaching framework: Blending critical theory and Blackfoot epistemologies. Interchange, 51(2), 179-197. https://www.researchgate.net/publication/339372118_A_Social_Justice_Teaching_Framework_Blending_Critical_Theory_and_Blackfoot_Epistemologies 

Lyons, H. Z., & Bike, D. H. (2013). Qualitative research as social justice practice with culturally diverse populations. Journal for Social Action in Counseling and Psychology, 5(2), 10-25. https://openjournals.bsu.edu/jsacp/article/view/485 

Mehra, B., Albright, K. S., & Rioux, K. (2007). A practical framework for social justice research in the information professions. Asist, 43(1), 1-10. https://asistdl.onlinelibrary.wiley.com/doi/epdf/10.1002/meet.14504301275 

Mittal, R., & Elias, S. M. (2016). Social power and leadership in cross-cultural context. Journal of Management Development, 35(1), 58-74. https://www.researchgate.net/publication/292071971_Social_power_and_leadership_in_cross-cultural_context 

Parekh, G., Brown, R. S., Zheng, S. (2018). Learning skills, system equity, and implicit bias within Ontario, Canada. Education Policy. 1-27. https://journals.sagepub.com/doi/10.1177/0895904818813303 

Ryan, J., & Rottmann, C. (2007). Educational leadership and policy approaches to critical social justice. Journal of Educational Administration and Foundations,18(1), 9-23. https://www.researchgate.net/publication/238684817_Educational_Leadership_and_Policy_Approaches_to_Critical_Social_Justice 

Ryan, J., & Tuters, S. (2017). Picking a hill to die on: Discreet activism, leadership and social justice in education. Journal of Educational Administration, 55(5), 569-588. https://www.sciencedirect.com/org/science/article/abs/pii/S0957823417000273 

Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109-132. https://journals.sagepub.com/doi/10.1177/0013161X03258963 

Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. https://doi.org/10.1177/0013161X06293717 

Theoharis, G. (2010). Disrupting injustice: Principals narrate the strategies they use to improve their schools and advance social justice. Teachers College Record, 112(1), 331-373. https://journals.sagepub.com/doi/10.1177/016146811011200105 

van Barneveld, K., Quinlan, M., Kriesler, P., Junor, A., Baum, F., Chowdhury, A., Junankar, P., Clibborn, S., Flanagan, F., Wright, C., Friel, S., Halevi, J., & Rainnie, A. (2020). The COVID-19 pandemic: Lessons on building more equal and sustainable societies. The Economic and Labour Relations Review 31(2), 133-157. https://journals.sagepub.com/doi/10.1177/1035304620927107 

Zembylas, M., & Iasonos, S. (2016). The entanglement of leadership styles and social justice leadership: A case study from cyprus. Leadership and Policy in Schools, 15(3), 297-322. https://www.researchgate.net/publication/290210114_The_Entanglement_of_Leadership_Styles_and_Social_Justice_Leadership_A_Case_Study_from_Cyprus