This paper addresses an emerging issue of preparing leaders in China for social justice, in response to the article of Jean-Marie, Normore, and Brooks (2009). The paper is conceptual and comparative in nature. It introduces the recent policy direction of social justice to be introduced in leader development. The contextual challenges are analyzed from social-cultural perspective. At last a relevant agenda to develop leaders' understanding and practice of organizational justice, and moral literacy of social justice is proposed for the relevant and effective leader development in China.
Get full access to this article
View all access options for this article.
References
1.
BeckL. G.MurphyJ. (1994). Ethics in educational leadership programs: An expanding role.Thousand Oaks, CA: Corwin Press.
2.
BegleyP. T.JohanssonO. (2003). The ethical dimensions of school leadership.Dordrecht, Boston: Kluwer.
3.
BogotchI. E. (2000). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 22, 138–156.
4.
BogotchI. E. (2002). Leadership for socially just schooling: More substance and less style in high-risk, low-trust times. Journal of School Leadership, 12, 198–222.
5.
BondM. H. (1991). Beyond the Chinese face: Insights from psychology.Hong Kong: Oxford University Press.
6.
BridgesD. (2008). Educationalization: On the appropriateness of asking educational institutions to solve social and economic problems. Educational Theory, 58 (4), 461–474.
7.
CapperC. A.TheoharisG.SebastianJ. (2006). Toward a framework for preparing leaders for social justice. Journal of Educational Administration, 44(3), 209–224.
8.
ChenS.Y. (2008). Status and agenda of Mainland Chinese school leader development: Epistemology and indigenous question. Paper presented at 22nd UCEA Annual Convention, Orlando, FL.
9.
DimmockC.WalkerA. (2005). Educational leadership: Culture and diversity.London: Sage.
10.
ForstR. (2007). First things first: Redistribution, recognition, and justification. European Journal of Political Theory, 6(3), 291–304.
11.
FurmanG. C.GruenewaldD. A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40(1), 47–76.
12.
GreenbergJ. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of Management, 16(2), 399–432.
13.
GreenbergJ. (1996). The quest for justice on the job.Thousand Oaks, CA: Sage.
14.
HabermasJ. (1987). The theory of communicative action.Boston: Beacon Press.
HoyW. K.TarterC. J. (2004). Organizational justice in schools: No justice without trust. International Journal of Educational Management, 18(4), 250–259.
17.
HuJ. T. (2007, October 15). Hold high the great banner of Socialism with Chinese characteristics and strive for new victories in building a moderately prosperous society in all respects: Report to the Seventeenth National Congress of the Communist Party of China. Retrieved April 18, 2009, from http://www2.chinadaily.com.cn/language_tips/2007–0/31/content_6218870_2.htm.
18.
Johansson FuaS. (2007). Looking towards the source: Social justice and leadership conceptualizations from Tonga. Journal of Educational Administration, 45(6), 672–683.
19.
JostJ. T. (2004). Editorial: Social justice research: The next generation. Social Justice Research, 17(1), 1–3.
20.
LabareeD. F. (2008). The winning ways of a losing strategy: Educationalizing social problems in the United States. Educational Theory, 58(4), 447–460.
21.
LuggC. A.ShohoA. R. (2006). Dare public school administrators build a new social order?: Social justice and the possibly perilous politics of educational leadership. Journal of Educational Administration, 44(3), 1996–208.
22.
McKenzieK. B.ChristmanD. E.HernandezF.FierroE.CapperC. A.DantleyM.GonzalezM. L.Cambron-McCabeN.ScheurichJ. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administrative Quarterly, 44(1), 111–138.
23.
OplatkaI. (2004). The principalship in developing countries: Context, characteristics, and reality. Comparative Education, 40(3), 427–448.
24.
OplatkaI. (2006). Going beyond role expectations: Toward an understanding of the determinants and components of teacher organizational citizenship behavior. Educational Administration Quarterly, 42(3), 385–423.
25.
QianH.Y. (2009). The secondary school principalship in China: Leading at the cusp of change. Unpublished doctoral dissertation, The Chinese University of Hong Kong.
26.
SergiovanniT. J. (2000), The lifeworld of leadership: Creating culture, community and personal meaning in our school.San Francisco: Jossey-Bass.
27.
ShapiroJ. P.GrossS. J. (2008). Ethical educational leadership in turbulent times: (Re)solving moral dilemmas.New York, London: LEA.
28.
ShieldsC. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 20(1), 109–132.
29.
SmeyersP. (2008). Educationalization as an ongoing modernization process. Educational Theory, 58(4), 379–389.
30.
StarrattR. J. (2004). Ethical leadership.San Francisco: Jossey-Bass.
TuanaN. (2007). Conceptualizing moral literacy. Journal of Educational Administration, 45(7), 364–378.
33.
WalkerA.ChenS.Y.QianH.Y. (2008). Leader development across three Chinese societies. In LumbyJ.PashiardisP.CrowG. (Eds.), International handbook on the preparation and development of school leaders (pp. 410–434). London: Taylor & Francis Group.
34.
WalkerA.QianH.Y.ChenS.Y. (2007). Leadership and moral literacy in intercultural schools. Journal of Educational Administration, 45(4), 379–397.
35.
WuY.EhrichL. C. (2009). Principal preparation and training: A look at China and its issues. International Journal of Educational Management, 23(1), 51–64.
36.
YilmazK.TasdanM. (2009). Organizational citizenship and organizational justice in Turkish primary schools. Journal of Educational Administration, 47(1), 108–126.
