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Leadership for Social Justice in Schools in Mexico, New Zealand, and Spain

  • Charles L. SlaterEmail author
  • Patricia Silva
  • Gema López-Gorosave
  • Michele Morrison
  • Serafín Antúnez
  • Brian Michael Corrales Maytorena
  • Rachel McNae
Chapter
Part of the Intercultural Studies in Education book series (ISE)

Abstract

This chapter looks at schools in Mexico, New Zealand, and Spain where children did not speak the dominant language and had little experience in the dominant culture. The school directors expressed interest in providing a socially just environment to welcome these children. Teachers in this study recognised the needs of indigenous and migrant populations, such as work, food, shelter, clothing, health, and education. They acted in a committed manner to ensure that the provisions of education and food were established as a minimum condition for learning. The directors began their work by conducting an in-depth analysis of the school and worked toward a collaborative plan.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Charles L. Slater
    • 1
    Email author
  • Patricia Silva
    • 2
  • Gema López-Gorosave
    • 3
  • Michele Morrison
    • 4
  • Serafín Antúnez
    • 5
  • Brian Michael Corrales Maytorena
    • 6
  • Rachel McNae
    • 4
  1. 1.California State University Long BeachLong BeachUSA
  2. 2.Department of Pedagogy and PsychologyUniversity of LleidaLleidaSpain
  3. 3.Universidad Autónoma de Baja CaliforniaEnsenadaMexico
  4. 4.University of WaikatoHamiltonNew Zealand
  5. 5.University of Barcelona (UB)BarcelonaSpain
  6. 6.State Normal SchoolWestfieldUSA

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