EDLED505-20A (NET)

Educational Leadership for Social Justice

30 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper will encourage you to critically examine the theory and research in Aotearoa New Zealand and internationally which relates to social justice. You will examine social justice issues within educational contexts and explore the implications that leading in socially just ways has for educational leaders. There will be three main areas of focus:

  1. Social justice within educational leadership; AND
  2. Social justice issues that educational leaders need to be concerned about;
  3. Application of your understandings of leading in socially justice to your leadership context.

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Paper Structure

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This paper is taught entirely online between Monday, 2 March and Friday, 5 June 2020. You will access the classes via the Moodle website: http://elearn.waikato.ac.nz.

It is essential that you are able to navigate your way around the Moodle site, as this is where the class discussions take place, where you post comments, share ideas and submit assessment items. If you have any issues with access feel free to contact the ITS student help desk or communicate with your lecturer. Learning online can be challenging and rewarding.

The teaching staff in this paper do not facilitate or respond to comments over the weekend or on public holidays. Therefore it is important to plan your time effectively and begin your contributions early in the week to allow for rich and insightful discussions to form as the week progresses.

The teaching recess is from Wednesday 15 April until Monday 27 April 2020. There are no class discussions over this time. There are also no class discussions over the Easter break 10-14 April or Monday, 27 April (ANZAC Day holiday) or Monday, 1 June (Queen's birthday holiday). However, you are welcome to continue to research and read to prepare for the upcoming assessment tasks.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate sound understanding of the literature and theory relating to social justice and educational leadership
    Linked to the following assessments:
  • Demonstrate a sound understanding of literature and theory relating to social justice in a specific area of interest and concern
    Linked to the following assessments:
  • Understand the implications of leading for social justice and the obligations these present for educational leaders
    Linked to the following assessments:
  • Engage knowledge and skills to confidently debate and critically discuss issues of injustice within and across education contexts
    Linked to the following assessments:
  • Apply knowledge of leading for social justice to make a difference in personal leadership contexts
    Linked to the following assessments:
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Assessment

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Please note that your assignments may be photocopied for internal and/or external moderation purposes.

This paper is 100% internally assessed, based on participation, coursework and assignments. There is no external assessment component such as an examination.

Assessments emphasise the link with critical theory and provide students with the opportunity to examine and enhance their own understandings and practices within their own educational settings.

There are three assignments in this paper - a position paper, an annotated bibliography which informs the creation of a Prezi, and the engagement in and facilitation of online discussions. The details of each in terms of structure, length and criteria for assessment are set out below.

You are advised to study the requirements carefully and keep a copy of each assignment that you submit. The assignments and dates on which they are due are included in this outline so you can make an immediate start on planning and organising your schedule of study. More in-depth assignment guidance will be provided as required.


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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1: Position Paper Educational Leadership and Social Justice
29 Mar 2020
11:30 PM
35
  • Online: Submit through Moodle
2. Assignment 2: Research Topic - Implications and Obligations
31 May 2020
11:30 PM
35
  • Online: Submit through Moodle
3. Assignment 3: Contribution and Engagement
5 Jun 2020
5:00 PM
30
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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There is no required textbook for this paper. Readings provided in the paper are through the online readings list. They are purposely selected to provide an introduction to key concepts, seminal and current research. They also contain references to other important works. To access the required readings for each week, go to the Course Readings List located on the Waikato Library website.
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Recommended Readings

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The following text is recommended for this paper:

McNae, R., Morrison, M. & Notman, R. (2017). Educational Leadership in Aotearoa New Zealand: Issues of context and social justice. Wellington: New Council of Educational Research.

The following journals are online and provide a useful foundation for research literature. They can be accessed using the Library Catalogue. (See section 5 in the Virtual Education Reference Desk (VERD) in Moodle).

Electronic Journal Titles

Journal of Educational Leadership, Policy and Practice

Management in Education

Educational Leadership

Journal of Educational Leadership

Journal of Educational Management

Journal for School Leadership

School Organisation

Gender, Work and Organisation

Journal of Educational Administration

Gender and Education

Educational Researcher

American Educational Research Journal

Advancing Women in Leadership (electronic journal)

International Electronic Journal of Leadership and Learning

NZ Journal of Educational Leadership (Vol. 19 2004)

Journal of Women and Educational Leadership (Vol. 45, No 6, 2007)

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Online Support

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This paper is supported in Moodle.

For course enquiries of a general nature, please communicate via the Q’n’A forum in Moodle. Because it is highly likely that other students will have similar queries and concerns, responses will be of interest to the entire class.

For issues of a more personal nature, send an email or leave a voice message on the phone. I respond to requests as soon as possible.

For enquiries regarding ICT issues, please seek support from help@waikato.ac.nz

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Workload

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This paper has a credit value of 30 points. Students are expected to read widely and to become conversant with the library databases. Engagement in class discussion activities is critical to socio-constructivist models of interdependent learning and the formation of a community of learners. We encourage students to think with us and welcome contributions that open dialogue. At Masters level we embrace the concept of tuakana/ teina: that each one of us leads, teaches and learns. It is important to note that Masters level papers demand academic rigour and an average of 10-15 hours study each week. Students are likely to intensify study efforts as assessment deadlines approach and may well exceed the workload guideline.
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Linkages to Other Papers

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This paper contributes to the Master of Educational Leadership Programme. The concepts and knowledge explored in this paper complement the compulsory papers, EDLED501 - Educational Leadership: Issues and Perspectives and EDLED502 - Educational Leadership: Organisational Development. This paper also links to EDLED504 - Educational Leadership: Inquiry in Organisations and Communities, EDLED503 - Developing Educational Leadership: Coaching and Mentoring), and EDLED506 - Developing Educational Leadership: Advanced Coaching and Mentoring.

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