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dc.contributor.authorWoods, Philip
dc.contributor.authorRoberts, Amanda
dc.date.accessioned2016-11-04T16:01:02Z
dc.date.available2016-11-04T16:01:02Z
dc.date.issued2016-03-14
dc.identifier.citationWoods , P & Roberts , A 2016 , ' Distributed Leadership and Social Justice : Images and meanings from different positions across the school landscape ' , International Journal of Leadership in Education , vol. 19 , no. 2 , pp. 138-155 . https://doi.org/10.1080/13603124.2015.1034185
dc.identifier.issn1360-3124
dc.identifier.otherPURE: 9063851
dc.identifier.otherPURE UUID: 21c7805a-a623-4621-b404-40ff9f39fc8b
dc.identifier.otherScopus: 84957966916
dc.identifier.otherORCID: /0000-0002-5705-4910/work/32376440
dc.identifier.urihttp://hdl.handle.net/2299/17296
dc.descriptionThis is the Accepted Manuscript version of an article accepted for publication in International Journal of Leadership in Education following peer review. The version of record, Philip Woods, ‘Distributed leadership and social justice: images and meanings from across the school landscape’, International Journal of Leadership in Education, Vol 19(2): 138-156, first published online 1 June 2015, is available online via doi: http://dx.doi.org/10.1080/13603124.2015.1034185 Published by Taylor & Francis.
dc.description.abstractThis paper reports data from a study investigating distributed leadership (DL) and its relationship to social justice and democratic values. The research comprised a case study of a UK secondary school, which describes itself as having a finely distributed leadership culture, and involved teaching staff, non-teaching staff, senior leaders and students who took part in an arts-based method of data generation (collage creation) and interviews. The study examined participants’ meanings and perceptions in relation to leadership and social justice. Our analysis of the data highlights contrasting image patterns (hierarchical and holarchic); a dominant view of DL as the exercise of pro-active agency, but also awareness of ways in which this is unequally spread across the school; and the value of seeing DL as comprising multiple features each of which may be distributed differently. This paper concentrates on participative and cultural justice. It suggests that work on further delineating multiple aspects of DL would be valuable, and that attention needs to be given not only to developing flexibility of institutional structures, but also core cultural values (social justice and democracy) and holarchic social environments in which relationships are fluid, supportive and encourage belonging and independent thinking.en
dc.language.isoeng
dc.relation.ispartofInternational Journal of Leadership in Education
dc.rightsEmbargoed
dc.subjectdemocracy and education
dc.subjecteducational administration
dc.subjectorganisational culture
dc.subjectequity
dc.subjectpolicy
dc.subjectleadership theory and development
dc.titleDistributed Leadership and Social Justice : Images and meanings from different positions across the school landscapeen
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.description.statusPeer reviewed
dc.date.embargoedUntil2016-12-01
dc.relation.schoolSchool of Education
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2016-03-14
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/13603124.2015.1034185
rioxxterms.licenseref.startdate2016-12-01
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.date.embargo2016-12-01
herts.rights.accesstypeEmbargoed


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