Socially Just Educational Leadership in Unjust Times
A Bourdieusian Study of Social Justice Educational Leadership Practices
About this book series
The Educational Leadership Theory book series provides a
forum for internationally renowned and emerging scholars whose ongoing
scholarship is seriously and consequentially engaged in theoretical and
methodological developments in educational leadership, management and
administration. Its primary aim is to deliver an innovative and provocative
dialogue whose coherence comes not from the adoption of a single paradigmatic
lens but rather in an engagement with the theoretical and methodological
preliminaries of scholarship. Importantly, Educational Leadership Theory is not
a critique of the field—something that is already too frequent—instead, attention is devoted to sketching possible alternatives
for advancing scholarship. The choice of the plural 'alternatives' is
deliberate, and its use is to evoke the message that there is more than one way
to advance knowledge. The books published in Educational Leadership Theory come
from scholars working at the forefront of contemporary thought and analysis in
educational leadership, management and administration. In doing so, the
contributions stimulate dialogue and debate in the interest of advancing
scholarship.
International Editorial Board
Ira Bogotch, Florida Atlantic University, USA
Fenwick W. English, University of North Carolina, USA
Gabriele Lakomski, University of Melbourne, Australia
Paul Newton, University of Saskatchewan, Canada
Izhar Oplatka, Tel Aviv University, Israel
Jae Hyung Park, Education University of Hong Kong, Hong Kong
Eugenie Samier, University of Strathclyde, Scotland
Roberto Serpieri, Università di Napoli Federico II, Italy
Dorthe Staunaes, Aarhus University, Denmark
Yusef Waghid, University of Stellenbosch, South Africa
Jane Wilkinson, Monash University, Australia
- Electronic ISSN
- 2510-179X
- Print ISSN
- 2510-1781
- Series Editor
-
- Scott Eacott,
- Richard Niesche
