Leadership for social justice in Hong Kong schools: Addressing mechanisms of inequality
Publication in refereed journal


摘要Purpose - This article aims to instigate a focused dialogue of social justice in Hong Kong schools and of the responsibilities this holds for school leaders. Design/methodology/approach - The authors draw on economic, psychological, and sociological research to illustrate how the unequal allocation of resources and school status hierarchies affects students and challenges leaders' understandings and actions. Findings - This article identifies several contextual factors prevalent in Hong Kong that maintain inequality and then applies research findings to explain how these discriminate against both disadvantaged and advantaged students. To address social justice issues, school leaders can start by understanding these inequality mechanisms, their own values and beliefs, and those prevalent in their communities. Then, they can introduce structural and cultural changes to reduce inequality. Originality/value - This article exposes several mechanisms that sustain inequality in Hong Kong schools and suggests how leaders can address them through specific pragmatic actions. © Emerald Group Publishing Limited.
著者Chiu M.M., Walker A.
期刊名稱Journal of Educational Administration
出版社Emerald Group Publishing Ltd.
出版地United Kingdom
頁次724 - 739
關鍵詞Hong Kong, Leadership, Social justice

上次更新時間 2020-06-08 於 23:14