Abstract
One of the effects of globalizing educational policies and practices is the formation of regional and international networks of nations, non-governmental organizations, and multi-national companies (Pashiardis, 2008). The field of educational leadership preparation and development also is becoming more engaged in international collaboration (Lumby, Crow, and Pashiardis, 2008); however, creating these networks poses substantial challenges, including the tendency for pro-Western views to dominate projects and the lack of financial and organizational support (Brown and Conrad, 2007; Walker and Dimmock, 2000). To counteract these problems, Walker and Townsend (2010) have discovered successful cross-national partnerships: (a) congregate a small group of ‘like-minded energetic people’ who are able to locate funding, create a vision, and establish political support, (b) rely on linkages with existing professional networks, (c) embrace and encourage diversity and differences, (d) establish high-profile events in different locations, and (e) promote activities, events, and products that support colleagues from different countries who otherwise would not be able to participate.
In 2010, guided by these principles of effective cross-national partnerships, the University Council for Educational Administration (UCEA) and the British Educational Leadership, Management and Administration Society (BELMAS) launched an international comparative study examining the preparation and development of school leaders, referred to as the International School Leadership Development Network (ISLDN). Two research strands of the ISLDN have emerged: first, preparing and developing leaders who advocate for social justice and second, preparing and developing leaders for high-need schools. The Social Justice Leadership strand involves 28 researchers, who have conducted interviews with principals in 15 different countries. Sixteen members of the High Need Schools strand have conducted 22 studies in eight countries.
This special issue captures the insights from the variety of studies that have been conducted by members of both research strands. Not only do these studies provide insights into the realities of being social justice leaders who serve high-need school settings, but they also are highly representative of the combined work of the ISLDN researchers. For instance, several articles compare the perceptions of school principals from different countries (for example, Sweden and the United States; Costa Rica and England) as well as within the same country in different types of school settings (for example, India and Australia). In addition, cases of how principals enact their social justice agenda in challenging circumstances are reported in a variety of cultural contexts (for example, Hong Kong, Republic of Georgia, and United States). Finally, one of the articles examines how future school leaders are being prepared to confront the realities of working in high-need schools.
Although this issue is divided into two sections, one for each strand, there is a strong relationship between social justice leadership and high-need schools. In many cases, social justice leaders are confronted with the community contexts that define high-need schools: high poverty, struggling academic achievement, high crime and truancy, and many non-native language learners. Often, school leaders in these communities are much more sensitive to the social and economic disadvantages students and families encounter, raising their level of social justice advocacy.
We hope these articles expand your understanding about the thinking, values, and actions of school leaders committed to making a difference for all students entering their schools, regardless of their family and life circumstances.