Micropolitics of social justice in schools: A qualitative case study from Türkiye

OpenAlex · English

The establishment of a social justice framework within Turkish educational institutions cannot rely solely on administrative regulations. The phenomenon of systemic inequalities within educational institutions persists, often manifesting insidiously and unperceived by the majority. The insights of educators are paramount for elucidating the manifestations of social justice within the context of educational praxis. The objective of this paper is to understand how teachers comprehend socially just school leadership approaches to the decision-making process of school administrators, resource distribution, and the development of a positive school climate. The present study is an examination of leadership blindness. Discourse has shifted from addressing individual deficiencies to recognizing the constraints imposed by the nature of the position within the social justice consciousness. The demands of accountability, management, and bureaucracy have been shown to have a detrimental effect on educators’ commitment to classroom instruction over time. Consequently, microlevel inequities may not be readily apparent to teachers, whose professional activities primarily occur during daily interactions with students. A qualitative case study design was employed, and content analysis was utilized to examine semi-structured interviews with fifteen teachers in Turkiye. The extant evidence suggests that administrators are institutionally bound to address the various needs and tend to implement social justice in a superficial manner, especially in the equitable distribution of resources and cultural responsiveness. The teachers indicated a perceived deficiency in leadership awareness regarding justice-oriented practices, which indirectly contributes to passive resistance. The present document is firmly rooted in the Turkish educational environment. Within this context, it offers a nuanced perspective on the interplay between reformist discourse and the systemic perpetuation of inequalities through the apparatus of leadership. It is imperative to underscore the necessity of transformative, inclusive, and critically informed school governance.