How Should Researchers Act in the Context of Social Injustice? Reflections on the Role of the Researcher as a Social Justice Leader

  • Dilys Schoorman
Part of the Springer International Handbooks of Education book series (SIHE, volume 29)


This chapter draws attention to the role of the educational researcher in the context of social (in)justice at the local and global levels. It is framed as a challenge and a commitment to leadership as researchers, by reconceptualizing the ordinary, everyday actions of the professor in education as deliberate and conscious social justice praxis. Drawing on her experiences as an educator and researcher in local and international contexts, the author underscores the particular responsibility of senior professors in nations and regions where it is “safe” to engage in social justice work, to recast their roles from the perspectives of those for whom such professional engagement is life threatening. The author ends the chapter with a personal commitment to lead, teach, and research by example; to create spaces for social justice research; to engage persuasively with colleagues; and to view research as an act of courage.


Social Justice Educational Research Educational Researcher International Context Multicultural Educator 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Curriculum, Culture, and Educational InquiryFlorida Atlantic UniversityBoca RatonUSA

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