Abstract
As policies for social justice are authoritative allocations of values, educational researchers should link the micropolitics of actors’ agency and personal relations to a systemic analysis of power structures. To this end, this chapter examines (a) the influence of policy-makers’ and school actors’ values upon the development of educational policies for social justice, (b) the ways in which education policy for social justice is mediated by school actors’ values, and (c) the impact of this process on stakeholders’ action or inaction for social justice in schools. For the purposes of our examination, we use Cyprus as our “case” in order to indicate the importance of researching the process of implementation of education policies for social justice at the microlevel of the school. In conclusion, we argue for a collective equality perspective of social justice, which adheres to conceptions of active citizenship. Active citizenship not only allows individuals to develop their full potential but also reinforces the development of democratic societies.
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Hajisoteriou, C., Angelides, P. (2014). Education Policy in Cyprus: From Decision-Making to Implementation. In: Bogotch, I., Shields, C. (eds) International Handbook of Educational Leadership and Social (In)Justice. Springer International Handbooks of Education, vol 29. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6555-9_45
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