Principals' Engagement with The Ontario Leadership Framework to Enact Social Justice Leadership: Reflection, Resistance, and Resilience

Now, more than ever, leadership — principal leadership — is needed to address the increasing diversity and marginalization in Ontario schools. In 2009, Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy policy was released. While The Ontario Leadership Framework was developed to support and sustain quality leadership in schools and districts across the province, it contains little to connect it to the 2009 document. Lying at the crossroads of education policy, educational leadership theory, and the practice of social justice leadership, this study aims to understand how principals engage in the OLF to enact social justice leadership. Using critical theory to conceptualize leadership for social justice, and a qualitative design, semi-structured interviews from 14 principals were analyzed using a constant comparative analysis method. This study found the OLF does not support social justice leadership. Through their own reflections on power and privilege, principals choose to engage in the OLF, not by trying to fit it into their social justice leadership, but rather by viewing it through the lens of social justice and social justice leadership. The power of reflection threads throughout the findings as does the need for principals to employ resistance and resilience to engage in the OLF to enact social justice leadership. It argues that if practicing and aspiring principals are earnest about closing the achievement gap of marginalized students, then they need to have experience with marginalization, with reflecting on their privilege and power, with resisting the status quo — all the while working subversively and with political savvy so that they can resist the dominant versions of leadership and actually make a change in schools that empower individuals against the structural injustices found in the greater society and within our schools. Given Ontario’s commitment to equity and inclusive education, if all students are truly to benefit from schooling, then this research indicates to policy makers that changes to the OLF are needed.

Department dc:contributor.department

Leadership, Higher and Adult Education

Year dc:date.issued

2017

Author dc:creator

• Kowalchuk, Donna Lynn

Advisor dc:contributor.advisor

• Portelli, John P

• educational administration
• educational leadership
• education policy
• Ontario Leadership Framework
• social justice
• social justice leadership

Handle dc:identifier.uri

http://hdl.handle.net/1807/78491

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/78491