Special Issue "Culturally Responsive Leadership in Education: Engaging Social Justice and Equity for Improvement"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (1 November 2015)
Dr. Lorri J. Santamaría
Faculty of Education, The University of Auckland, Gate 3, 74 Epsom Avenue, Epsom, Auckland, 1087, New Zealand
Website | E-Mail
Interests: social justice and equity in education and leadership; culturally responsive education and leadership; education promoting cultural and linguistic diversity and academic achievement in Early Childhood, Primary, Middle School Secondary and Higher Education (preK-HE)
Over the last twenty years, researchers have been identifying and discussing various gaps (e.g., academic, social, economic) impacting systemically underserved students at every educational level. These students are those who have greater propensity for discrimination associated with poverty, race, ethnicity, language, culture, and sometimes gender. Differences inherent to these student who in the U.S. are often Black, Latino/a, or American Indian, has resulted in system-wide educational dissonance, confirmed by empirical and often deficit-oriented research. This phenomena is not unique to North America, as educational inequities are prevalent for systemically underserved learners the world over. Unfortunately, there have been few strengths-based research contributions addressing ways in which achievement and other gaps affect inequities within the pre-kindergarten higher education student pipeline. There have also been few investigations determining ways in which leaders are able to improve educational outcomes for students. In this Special Issue of Educational Sciences we seek to feature empirical research that defines, exemplifies, and engages culturally responsive leadership manifested as socially just and equitable leadership practices to benefit education and all of society. We also invite rigorous critically centred contributions emphasising high expectations for achievement; including pedagogical and social inclusion of students’ history, core-values, community, and cultural knowledge. We particularly encourage intergenerational scholars and researchers to collaboratively submit local, regional, or global research that may inform comparative perspectives.
Lorri J. Santamaría
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access quarterly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- social justice and equity education;
- leadership for social justice;
- culturally responsive education;
- culturally responsive leadership;
- cultural and linguistic diversity and academic achievement