1

The Influence of Global Contexts

in the Enactment of Social Justice
Deirdre Torrance and Pamela S. Angelle

Introduction and Overview
Competition in the global marketplace has placed education under
increasing pressure to deliver improved services to meet the needs of
society. In response, over the past thirty years, the discourse surrounding
educational administration, management and more recently leadership
has significantly changed, responding to increased international con-
cern with the school improvement agenda. Leadership is now believed
to positively impact on school achievement and pupil attainment, with
corresponding efforts to increase leadership capacity across a school’s

D. Torrance (*) 
Moray House School of Education,
University of Edinburgh, Edinburgh, Scotland, UK
e-mail: [email protected]
P. S. Angelle 
Department of Educational Leadership and Policy Studies,
University of Tennessee, Knoxville, TN, USA
e-mail: [email protected]
© The Author(s) 2019 1
P. S. Angelle and D. Torrance (eds.), Cultures of Social Justice Leadership,
Intercultural Studies in Education, https://doi.org/10.1007/978-3-030-10874-8_1
2    
D. Torrance and P. S. Angelle

staff and wider community. However, despite such attention placed

on and belief in educational leadership it is under-developed, tend-
ing towards the prescriptive rather than empirically based (Dimmock
2012). Conceptualisations of educational leadership continue to
evolve, both in theory and in practice. Leadership is often inter-
preted as involving a relationship of social influence, fluid in its prac-
tice across the school organisation, responsive to context and purpose,
although whose influence and for what purpose is less often discussed
(Torrance 2018).
In more recent years, the concept of social justice leadership has
emerged within the literature and policy discourse to describe the work
of school leaders seeking to enhance the educational experience of all
learners (Torrance and Forde 2017a), in a bid to reduce inequalities in
education systems (King and Travers 2017, p. 147). Despite the cur-
rent international interest in social justice generally and social justice
leadership more specifically, the concept of social justice is inherently
problematic. Indeed, Gewirtz (1998) argues that the concept of social
justice in studies of educational policy is under-theorised in research.
Its usage reflects a ‘broad range of philosophical and political traditions’
(Barnett and Stevenson 2015, p. 520). As such, defining social justice
is problematic since it is understood differently in different fields with
definitions derived from a specific discipline (Robinson 2017) and
understood differently in diverse societies (Taysum and Gunter 2008).
Furthermore, conceptions of social justice need to be fluid and open to
change, responsive to ‘time, place and political context’ (Hajisoteriou
and Angelides 2014, p. 897). This volume, within the Palgrave
MacMillan series Intercultural Studies in Education, takes as its focus
social justice leadership in a variety of international settings. It explores
social justice across difference contexts, cultures and school-based social
groups. In so doing, it provides unique insights to enhance understand-
ings of social justice leadership and to support ongoing discussion in
this field.
This introductory chapter provides an overview of the volume as a
whole, together with an outline of the volume’s structure and a brief
introduction to the focus of each chapter. It begins with an overview
of social justice leadership, including an overview of the International
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3

School Leadership Development Network (ISLDN) from which

this body of work emanates. The chapter then lays the foundations for
the importance of context in the enactment of social justice. Indeed,
context formed one of the key parameters set for the volume’s chapters,
which are identified for the reader in order to explain the guiding prin-
ciples to which each chapter’s authors adhered. Finally, a brief outline of
each chapter is provided to aid the reader with navigating the volume.

Overview of the ISLDN Project

Through collaboration, the British Educational Leadership,
Management, and Administration Society (BELMAS) and the
University Council on Educational Administration (UCEA) formed
the BELMAS-UCEA International School Leadership Development
Network (ISLDN) (Angelle 2017a; Young 2017). The ISLDN grew out
of discussions that first took place at the UCEA Conference of 2008,
with a memorandum of understanding signed at the BELMAS con-
ference of 2009. In 2010, BELMAS and UCEA launched the ISLDN
comparative study, examining the preparation and development of
school leaders. The Network has since developed to form two strands:
(a) preparing and developing leaders who advocate for social justice and
(b) preparing and developing leaders for high-need, low-performing
schools.
As is discussed in more detail in the next section, the ISLDN research
project has drawn from the work of Cribb and Gewirtz (2005) as a
starting point for understanding social justice and also from the work
of Lee (2010), particularly her micro-political toolkit which high-
lights the significance of organisational context. Members of Strand
A of the ISLDN project have created a continually developing frame-
work within which individual cases of school leadership can be situ-
ated, with factors identified to help illuminate the context within which
school leaders work. That framework originally drew on previous work
by Dimmock et al. (2005), locating schools in a local (micro) context
within the national (macro) context. More recently, the ISLDN project
has developed that framework further (Morrison 2017), to enable the
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D. Torrance and P. S. Angelle

exploration of the school leader (micro) factors, school (meso) context

factors and countrywide (macro) context factors.
The ISLDN research project seeks to better understand how concep-
tualisations of social justice are articulated by school leaders, and how
such articulations inform the actions of school leaders. Moreover, it
seeks to better understand what school leaders do when there exists a
dislocation between their own sense of social justice and, for example,
the notions of social justice articulated in policy discourses. The chap-
ter authors of this volume are members of the ISLDN, appreciative of
the opportunity to work collaboratively to enhance comparative under-
standings of social justice in different international contexts. Through
such collaboration, the intention is to deepen our understanding of how
school principals lead their schools in ways that reduce inequalities. The
ISLDN project has been guided by two overarching issues: how school
leaders ‘make sense’ and then ‘do’ social justice.

Overview of Social Justice Leadership

Robinson (2017) traces the development of the construct ‘social justice’
from the early 1900s in the United States and in Britain, expounded
through the work of John Dewey in the 1930s, developed further in
the 1970s by John Rawls. The term, ‘social justice’ is increasingly used
within the international school leadership literature, across diverse con-
texts by those holding wide-ranging views (Blackmore 2009a; Bogotch
2008). Perhaps unsurprisingly, the term has become rather ambiguous,
representing ‘diverse, complex and dynamic meanings’ (Davis et al.
2014, p. 7). While ‘social justice’ may well be problematic with the term
being difficult to define, Shields and Mohan (2008, p. 291) provide a
helpful frame for the exploration of social justice leadership across dif-
ferent international contexts:

Our concept of social justice is one that identifies issues of power and
inequity in schools and society and that challenges personal and systemic
abuses of power as well as alienating and marginalizing beliefs, values, and
practices.
 1  The Influence of Global Contexts in the Enactment …    
5

As previously highlighted, the work of the ISLDN research project

formatively drew from Cribb and Gewirtz (2005) as a basis for under-
standing social justice, as well as Lee’s (2010) micro-political toolkit
highlighting the significance of organisational context. Lee’s framework
underlines the issues arising from differences in goals, leading to com-
promise and accommodation within schools as complex organisations.
Cribb and Gewirtz’s perspective is helpful for an international research
group in acknowledging that social justice can take multiple forms, rec-
ognising inconsistent and conflicting approaches, competing perspec-
tives that can create problems and tensions. King and Travers (2017,
p. 148) explain that the intention behind its use is often to capture a
commitment, in some form, to tackling social injustice:

Social justice is generally accepted as a set of moral values or beliefs cen-

tred around justice, respect, equity, and equal opportunities for all regard-
less of race, ethnicity, creed, (dis)ability, gender, class, economic status,
and other marginalizing circumstances.

Headteachers/principals, regardless of how inclusive or exclusive their

style of leadership practice, have a key role to play in the social jus-
tice leadership of schools (Angelle 2017b; Blackmore 2006; King and
Travers 2017; Richardson and Sauers 2014). Working at the micro
level, the headteacher plays a significant role in shaping the condi-
tions for learning (Forde and Torrance 2017), exerting influence both
across the school as an organisation, and at the individual classroom
and teacher level (Torrance and Forde 2017b). Indeed, the ‘desire
to make a difference and contribute to the greater good is the gene-
sis of the social justice leader’ (Robinson 2017, p. 29). Subsequently,
Bogotch and Shields (2014, p. 10) believe that ‘educational leadership
and social justice are, and must be, inextricably interconnected’. McNae
(2017, p. 268) goes further to expound: ‘How socially just leaders make
sense of their leadership overall is an essential part of being a socially
just leader’. However, research designed to explore that role is relatively
recent (Ryan 2010).
Since the practice of social justice is both complex and challenging,
Cribb and Gewirtz (2005) contend that it necessitates political action,
6    
D. Torrance and P. S. Angelle

regardless of context. The ISLDN framework provides a means to track

the power relationships between the macro, meso and micro levels that
social justice leaders work within (Forde and Torrance 2017), recognis-
ing issues of power and relationships within wider socio-political con-
texts that are often overlooked (Bogotch and Reyes-Guerra 2014).

Laying the Foundations for the Importance

of Context in the Enactment of Social Justice
Despite the considerable research focused on educational leadership,
perspectives prevalent in the international literature are still largely
Western-centric (Harber and Davies 2003; Leithwood 2003) and
ethno-centric (Dimmock 2012) in nature, with a disproportionate
influence emanating from England, Canada, and the United States
(Young 2017). In response to globalisation and internationalisation
(Dimmock 2012), research conducted over the past twenty years has
become more internationally universal in nature (Walker 2014). More
recently, with greater recognition given to leadership practice as cultur-
ally situated, there has been a rise in the number of studies that include
a cross-cultural element, exploring both culturally specific aspects with
comparative elements (Angelle et al. 2016; Miller 2017). However, we
are still far from having a knowledge base from which to draw compara-
tive understandings (Dimmock 2012; Walker 2014).
Similarly, understandings of social justice are still largely derived
from Western nations with little attention given to the social [in]justice
experiences and priorities of other nations (Robinson 2017). To date,
context has attracted little attention in the study of social justice lead-
ership. Indeed, school leadership more generally is often approached
‘as a context-neutral endeavour … Context has been perceived, if at
all, as an inert rather than powerful force, and of marginal rather than
central significance’ (Morrison 2017, p. 44). This is perhaps surpris-
ing, given that the contested nature of social justice and the variety of
meanings ascribed to social justice are in part due to the deeply con-
textualised nature of the term and its practice (Bogotch 2015). Indeed,
 1  The Influence of Global Contexts in the Enactment …    
7

in calling for greater conceptual clarification of social justice, Blackmore

(2009a) recognises that its current use and associated terminology
(such as equity, [in]equality, equal opportunity, affirmative action, and
diversity) takes on different meanings dependent on national context.
Further, Blackmore (2009b) highlights that research is needed which
explores how context shapes leadership practice. Dimmock et al. (2005,
p. 3) also highlight the need for ‘a more sophisticated understanding of
context’. Walker (2014) supports this stance, contending that societal
culture and associated values have a significant influence on how school
leaders think and act, also suggesting that such comparative research
should extend to exploring how leaders influence context and shape
culture.
This volume explores the importance of context for and on social
justice leadership, recognising that constructions of social justice
are ‘highly dependent on the context in which it is used’ (Gairín and
Rodriguez-Gómez 2014, p. 820), with perspectives ‘inextricably linked
to social contexts within which models of justice make sense to the peo-
ple involved’ (Harris 2014, p. 98). Indeed, ‘An understanding of what it
means to be a social justice leader changes with context’ (Potter 2017,
p. 231). An appreciation of school context at the micro and meso lev-
els, situated within the wider educational context at the exo and macro
levels is therefore essential, to ‘enable social justice leaders to utilize
their agency for positive change’ (King and Travers 2017, p. 161). As
researchers, it is important to acknowledge that ‘the lived experiences of
school principals cannot be divorced from the social, cultural, political,
and historical milieu in which they are situated and narrated’ (Morrison
2017, p. 44).
Members of the ISLDN ‘seek to explore the ideas, theories, and
practices of social justice in a global context’ (Robinson 2017, p. 23).
As such, ISLDN colleagues have constructed a continually developing
framework within which individual school leadership cases can be sit-
uated, identifying the contextual factors impacting on school leaders in
diverse settings through engaging with them (see Morrison 2017). In
so doing, the ISLDN utilises the potential of cross-cultural research
to enhance understandings of social justice leadership (Angelle et al.
2015; Dimmock and Walker 2010). In so doing, the ISLDN supports
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D. Torrance and P. S. Angelle

the view that further studies of social justice leadership practices located
in diverse settings will help to inform school leaders who are ‘commit-
ted to understanding and enacting social justice’, since ‘leadership for
social justice in schools is a highly complex and contextualised endeav-
our’ (Beycioglu and Ogden 2017, p. 124).

The Parameters Set for the Volume’s Chapters

The parameters that were set for each chapter in the original call for
manuscripts were very specific, in part due to this volume forming one
of a Palgrave MacMillan proposed book series entitled Intercultural
Studies in Education, with Professor Paul Miller as the series editor. The
series takes as its focus the intersection of context and social justice
enactment in schools. For this volume of the series, Cultures of Social
Justice Leadership—An Intercultural Context of Schools, parameters were
set to ensure that each chapter examined the enactment of social justice
leadership as reflected by the school, community, or local/national con-
text. Each chapter derives from original empirical research applying the
same method of data collection/analysis, related to a minimum of three
countries from at least two continents, including at least one developing
country.
In setting out and adhering to such specific criteria, the editors of
both the series and this volume, together with the authors of each chap-
ter, have sought ways of practising the social justice principles of the
ISLDN. This is exemplified through actively encouraging the involve-
ment of colleagues from and empirical research conducted within
developing countries. In so doing, we strive to give voice to those
who can find themselves marginalised. We also seek to address the
Western-centric nature of much of the educational leadership perspec-
tives prevalent in the international literature (Harber and Davies 2003;
Leithwood 2003) and thus, provide ‘possibilities for more inclusive eval-
uation of issues to be undertaken’ (Miller 2017, p. 5). The collabora-
tive efforts presented throughout this volume are both cross-cultural in
nature, comparing and contrasting cultural groups, and intercultural in
nature, through equitable exchange, dignity and respect of all cultures
 1  The Influence of Global Contexts in the Enactment …    
9

through identifying commonalities and differences between cultures

(Miller 2017).
Such commitment is not without difficulty. Interpreting quali-
tative data for social justice leadership from a single site or specific
country is challenging in itself. The challenge is multiplied when gen-
erating and analysing data from multiple sites and several countries
(Morrison 2017). However, the authors maintain a commitment to
developing and drawing from a cross-cultural comparative framework
to provide coherence (Miller 2017), in search of both cultural specific
themes and generic themes in the practice of social justice leadership.
As a consequence, the chapters that comprise this volume provide rich
insights into the work of social justice leaders in a variety of contexts
throughout the world.

An Introduction to Each Chapter

Throughout the chapters comprising this volume, 15 countries are rep-
resented (some more than once, explored from different perspectives),
providing culturally and contextually situated insights from 24 research-
ers. The volume is designed to be read either as a whole body of work,
or, by focusing on individual chapters for a specific purpose. A brief
overview of each chapter follows.
In Chapter 2, Social Justice Leadership for Academic, Organisational
and Community Sustainability in High Needs Schools: Evidence from New
Zealand, Belize, and the USA, Stephen Jacobson draws from studies
conducted in three nations to identify key features of successful social
justice leadership in high needs schools. The studies examined early
childhood education centres in New Zealand, elementary schools in the
United States and a secondary school in Belize. Across these contrast-
ing educational contexts, a common set of core leadership practices was
identified, with ‘transformative social justice and communitarian orien-
tation’ at their core. This involved each leader in contextually nuanced
engagement with their students, teachers, parents and wider commu-
nity members as partners with a common purpose, to improve student
academic performance and wider achievement, safeguarding the school
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D. Torrance and P. S. Angelle

community’s economic sustainability in the process. The author argues

that despite the differences in country context, educational system and
age of pupils, the school leaders exemplified a common set of values and
child-centred practices, located within a commitment to address the
needs of children, their families and wider community.
In Chapter 3, Social Justice Leadership, Perceptions and Praxis: A Cross-
Cultural Comparison of Palestinian, Haitian and Turkish Principals, Arar
et al. present a narrative cross-cultural comparative case study. In so
doing, the authors provide a unique comparison of social justice leader-
ship in three diverse and distinct political, cultural and social contexts.
Each school and each principal faces a significant challenge from lim-
ited educational resources, although the reasons behind this vary in each
context. The authors explore the social justice perceptions and practices
of three principals: the principal of a secondary school within the Arab
education systems of Israel; the principal of a public primary school in
Haiti, one of the poorest nations in the world; and the principal of a
state secondary school in southeastern Turkey near the Syrian border, a
region confronting issues relating to population migration. Despite the
differences in context at both macro and micro levels, common social
justice leadership themes are identified and discussed relating to vision
and values, practical implementation, factors facilitating or obstructing
school policy into practice, and the socialisation process of leaders for
social justice. As such, the authors make a valuable contribution to the
social justice literature that is widely ‘Western centric’, offering alterna-
tive perspectives to challenge prevailing assumptions.
In Chapter 4, Systems of Education Governance and Cultures of Justice
in Ireland, Scotland and Pakistan, King et al. explore how conceptions
of social justice and equality inform systems of governance as part of
a global movement to improve the quality of education. Ireland,
Scotland, and Pakistan provide case studies of three education systems
to explore cultures of justice in education governance. This compara-
tive study interrogates, through a framework of five questions, key
policy texts related to the regulation and accountability of education
in each of the three systems. In order to enable comparative analysis,
issues of equality and social justice in each country are discussed, along
with an exploration of how conceptions of equality and social justice are
 1  The Influence of Global Contexts in the Enactment …    
11

contextualised within the education policy of each system. Structures

of governance are then considered at macro, meso and micro levels to
provide a backdrop for a discussion of the expectations, as well as the
accountability placed on school leaders in each system. Three key issues
are identified in the processes of educational governance for social jus-
tice across the three systems. The authors highlight the public policy
intentions in the governance of education to support the professional
practice of school leaders, to address issues of social justice in the edu-
cation of the young people in their care. However, the authors argue
that the preoccupation with international benchmarking tools and their
associated narrow targets, constrain the efforts of social justice leaders to
build strategies to address issues of inequality in schools.
In Chapter 5, School Leadership, Curriculum Diversity, Social Justice
and Critical Perspectives in Education, Miller et al. identify challenges
inherent with defining social justice before exploring four interrelated
theoretical and practical approaches to understanding and doing social
justice leadership. They then discuss the centrality of the curriculum
both to the development of individual learners and for the development
of a nation’s society, as well as the implications for social justice lead-
ership. The qualitative study, conducted with twelve school leaders in
rural/remote primary schools in England, Jamaica and Spain explored
how school leaders enact social justice leadership asking, ‘How do
school leaders use a curriculum to lead in ways that are socially just
for the individual learner as well as for society?’. A narrative analysis
approach was adopted and through this, a number of issues were iden-
tified and discussed, some of which relate to the practice of social jus-
tice leadership, whilst others relate to the complexities of researching
and theorising around social justice leadership. The authors argue for a
contextualised curriculum that attends to the diversity of each school,
its students, families and community, through activist leadership, calling
for quality research to enhance understandings of inherent issues and
possible interventions.
In Chapter 6, Leadership for Social Justice in Schools in Mexico, New
Zealand, and Spain, Slater et al. discuss the shift from transformational
to transformative leadership, and from transformative to applied critical
leadership, in order to situate their comparative study. They draw from
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D. Torrance and P. S. Angelle

Shields’ (2010, 2016) concept of transformative leadership to examine

social justice leadership practice, situated within three distinct policy,
school and classroom contexts. In this chapter, the authors utilise two
research questions to explore the views of three school directors and
three teachers in Mexico, New Zealand, and Spain. In so doing, they
discuss the contextualised needs of the students and the efforts of the
directors and teachers to meet those needs and national policy ambi-
tions. Such efforts are situated in relation to insufficient resourcing to
meet the complex educational, emotional, and social needs of growing
immigrant and indigenous populations. The three country case stud-
ies help to explain issues surrounding educational leadership in diverse
international contexts. In the discussion section, key issues are identified
for a comparative discussion from three perspectives: policy, teacher,
and school director. Banks’ (2017) citizenship typology provides a
means to interpret school actions and suggest future efforts in relation
to global migration issues.
In Chapter 7, Leadership for Social Justice: Intercultural Studies in
Mexico, United States of America, and Spain, Torres-Arcadia et al. pro-
vide an interesting comparison of social justice leadership in three very
different contexts, Mexico, USA and Spain. Following a review of social
justice and leadership for social justice, the authors critically reflect on
those constructs situated within three contrasting nations and with a
particular focus on high need schools. A pen portrait of key challenges
to a socially just education in each nation is provided, its tabular for-
mat aiding comparative analysis. This background information contex-
tualises comparative data provided for each of the high-need schools in
which the three case studies were conducted to include interviews with
school principals, teachers, parents, and students. The school leaders’
actions and school improvement efforts are then analysed within each
country and school context. Despite the differences in context, com-
mon themes are identified in the discussion section, with examples
drawn from the three case studies to illuminate social justice leadership
practices. In identifying key characteristics of social justice leadership,
the authors hope to support local, national and international efforts
towards more socially just education experiences and practices.
 1  The Influence of Global Contexts in the Enactment …    
13

In Chapter 8, Local Implementation of National Policy: Social Justice

Perspectives from the USA, India, and Wales, Jones et al. explore the
interpretation of policy at the macro level through the meso and micro
levels. The USA, India and Wales provide case studies of three contrasting
education systems to explore the messy nature of social justice policy
implementation in context. In this qualitative study, an analysis of key
policy documents in each nation is provided, to identify nationally
endorsed policy priorities and rhetoric. Data from interviews conducted
with education leaders in six sites is drawn from, to illustrate how those
leaders interpret and mediate policy expectations from the macro and
meso levels, to better meet the needs of specific pupil populations at
the micro level. The authors argue that despite public rhetoric, social
justice policy intentions often dissipate before reaching sites of practice;
that in reality, policy implementation becomes haphazard; and that pol-
icies designed to promote social justice can result in unintended unjust
practices.
The concluding chapter pulls together the key themes emerging from
the volume first, through a return to the discussion around the inter-
section of social justice and context in socially just leadership. A brief
reflection follows of the chapters and the findings from the cases pre-
sented in the volume. Commonalities identified across the international
contexts are then discussed. Recognition is given to the distinctive and
overlapping nature of macro, meso and micro contexts in the enact-
ment of social justice leadership. The opportunities and challenges of
cross-country comparative case studies are discussed alongside the con-
tribution that this volume of work makes, through enhancing under-
standings of the practice of social justice leaders in a myriad of contexts
around the globe. In so doing, the volume offers better understandings
of the motivations of those leaders and the contextual challenges they
strive to overcome. The essential nature of social justice leadership,
regardless of the international context in which it is practised, is the
central concern of improving the life opportunities for pupils and the
wider community. In order to realise such ambition, social justice lead-
ers have a deep understanding of and appreciation for the context in
which they work.
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D. Torrance and P. S. Angelle

Conclusion
Within education, there have been some notable attempts to frame
social justice in ways that can help to explain and understand the prac-
tices of those working in schools, especially school leaders. Expectations
for the emphasis placed on social justice and how this agency is enacted
in schools stems from the school leader. However, the school leader
enacts social justice from within the micro/meso/macro context of the
school. The research contained in this book seeks to enhance our under-
standing of school leaders’ actions as they work to enact a socially just
school culture, examining whether this work is enhanced or diminished
by the context in which the school is placed. Culture is perceived as
both product and process (Miller 2017); noun and verb. This volume
contributes to the overall intentions of the Palgrave MacMillan series
Intercultural Studies in Education (Miller 2017, p. 2) to:

highlight the need for and relevance of intercultural and cross-cultural

research in guiding our understanding of common issues in the practice
of educational leadership in different educational contexts globally.

The unique contribution that this volume makes to the series is its focus
on social justice leadership. The nature of this research stems from con-
textualised studies conducted in numerous countries across the globe,
yet utilising the same research protocols. This has allowed the research-
ers to draw conclusions at an international level about social justice
decision-making and the essential nature of context in the work of
social justice leadership. Whilst it may be true that, ‘social justice has
diverse, complex and dynamic meanings’ (Davis et al. 2014, p. 7) and
represents ‘an irreducibly complex concept’ (Griffiths 2014, p. 234), the
explorations of social justice in the various contexts discussed in each
chapter of this volume have highlighted that despite the differences in
contexts, the diverse ‘critical externalities’ and ‘schooling internalities’ at
the micro level (English 2008), there are many similarities in the prac-
tice of social justice leadership. This reflects the view of Bogotch (2014,
p. 62) that:
 1  The Influence of Global Contexts in the Enactment …    
15

Social justice as an educational practice is inclusive of all members of the

world’s population regardless of governmental structures, cultures, or ide-
ologies, and it accounts for innumerable contingencies of life-influencing
individual outcomes or unpredictable consequences of our actions.

This book is rich in stories of successes and challenges with the enact-
ment of social justice contextualised. It thus holds significance for edu-
cational practitioners, scholars and policy makers at all levels. Through
engaging with each unique chapter and with the volume as a whole,
it is hoped that together, we begin to identify how cross-cultural and
intercultural studies can further explore the influence of global contexts
in the enactment of social justice, and how such efforts can be better
supported.

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