Social justice and early educational leadership in London schools. Considerations in improving student outcomes in diverse schools

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Domini Bingham

This small-scale research study, which is work in progress for my doctorate in education, explores the views of young emerging school leaders in London as to what social justice means to them in multi-ethnic schools in London.  This is set against a context of school intakes of up to 98% students having English as an additional language (EAL) and where migrant students are on average one year behind native students (OECD, 2007).

Advocates of interculturalism, which acknowledges the capacity to learn from and other cultures, would argue that there is a requirement for school leaders to be able to reconstruct their own behaviours and educational and cultural beliefs to become competent ‘inter-cultural agents’ (Collard, 2007). For leaders in schools, intercultural education, in practice, means the consideration, valuing and inclusion of diverse cultures of all students in regard to school culture, to give each student an equal opportunity to do well at school.
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