<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Todays school leaders seemingly face an ever-increasing array of competing demands and challenges. They are expected to be innovative, transformational and expert while, at the same time, sharing many of the leadership processes, acting in ways that are ethical and socially just, and being highly consultative (Senge, 1994; Stoll, Fink, &amp; Earl, 2003; West-Burnham &amp; Coates, 2006). Together, these expectations place the building of effective interpersonal relationships at the heart of leadership and, thereby, raise the primacy of pervasive communication as an essential aspect of leadership. Thus, this article focuses on dialogue as a form of communication befitting the requirements of contemporary school leadership. It argues that dialogue contributes to a form of communal professionalism in which there is a reduction in barriers between school principals, other leaders, teaching staff, parents in schools, and students. It is in this respect, it is argued, that dialogue is able to automatically promote school leadership practices that effectively address equality and social justice concerns.</p>
</abstract>

Todays school leaders seemingly face an ever-increasing array of competing demands and challenges. They are expected to be innovative, transformational and expert while, at the same time, sharing many of the leadership processes, acting in ways that are ethical and socially just, and being highly consultative (Senge, 1994; Stoll, Fink, & Earl, 2003; West-Burnham & Coates, 2006). Together, these expectations place the building of effective interpersonal relationships at the heart of leadership and, thereby, raise the primacy of pervasive communication as an essential aspect of leadership. Thus, this article focuses on dialogue as a form of communication befitting the requirements of contemporary school leadership. It argues that dialogue contributes to a form of communal professionalism in which there is a reduction in barriers between school principals, other leaders, teaching staff, parents in schools, and students. It is in this respect, it is argued, that dialogue is able to automatically promote school leadership practices that effectively address equality and social justice concerns.

Dialogue as socially just communication

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Dialogue as socially just communication"}

Todays school leaders seemingly face an ever-increasing array of competing demands and challenges. They are expected to be innovative, transformational and...

Dialogue as socially just communication

Online veröffentlicht: 21. Apr. 2019

Seitenbereich: 39 - 50

DOI: https://doi.org/10.21307/jelpp-2015-005

Schlüsselwörter
Social justice, dialogue, communication for social justice, communication coaching and mentoring, communication for learning, effective communication for leading/leadership

© 2015 Jeremy Kedian et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Dialogue as socially just communication

Online veröffentlicht: 21. Apr. 2019

Seitenbereich: 39 - 50

DOI: https://doi.org/10.21307/jelpp-2015-005

SchlüsselwörterSocial justice, dialogue, communication for social justice, communication coaching and mentoring, communication for learning, effective communication for leading/leadership

© 2015 Jeremy Kedian et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
Social justice, dialogue, communication for social justice, communication coaching and mentoring, communication for learning, effective communication for leading/leadership