Chapter 1: Social Justice Beliefs and the Positionality of Researchers

There has been increasing interest in social justice leadership around the world (Bogotch & Shields, 2014). Since its founding in 2008, the International School Leadership Development Network (ISLDN) has presented results from a number of studies of social justice leadership in schools in different countries (Morrison, McNae, & Branson, 2015; Norberg, Arlestig, & Angelle, 2014; Richardson & Sauers, 2014; Slater, Potter, Torres, & Briceno, 2014; Sperandio & Wilson-Gagoe, 2015; Szeto, 2014; Torrance & Forde, 2015). The studies are based on an extensive discussion of social justice by educational researchers. They paid particular attention to the following works: Apple, 2010; Chapman & West-Burnham, 2010; Chiu & Walker, 2007; Cribb & Gewirtz, 2003; Executive, 1999; Furman, 2012; Larson & Murtadha, 2002; Lindsey, Lindsey, & Terrell, 2011; Murillo & Hernández-Castilla, 2016; and Theoharis, 2007. A complete list of references is available from the author. As part of the ISLDN project, researchers reviewed literature and wrote about their own beliefs about social justice within the context of each country. The intent of this task was to ground the work of the project in the heartfelt beliefs of the researchers, examine the meaning of social justice, and acknowledge the positionality of the researchers.