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

<p>Although educational researchers and theorists accept that there is a degree of ambiguity and uncertainty endemic to organizational life, school leaders in democratic countries tend to address issues through the use of strategies structured to take place within a stable environment. However, many would argue that such stability is a false perception. Traumatic events can occur at any time and at any place. Every country might one day find itself having to cope with the after-effects of colonialism, conquest, conflict or catastrophe. This article describes the impact of traumatic events upon the decision-making processes of school leaders. Specifically, it describes the ways in which personal value systems influence how school leaders attend to appropriate, diligent and socially just responsibilities following a traumatic event. The purpose of this article is to identify and examine possible future strategies for a socially just school leader when confronted with an unanticipated and demanding environment.</p>
</abstract>

Although educational researchers and theorists accept that there is a degree of ambiguity and uncertainty endemic to organizational life, school leaders in democratic countries tend to address issues through the use of strategies structured to take place within a stable environment. However, many would argue that such stability is a false perception. Traumatic events can occur at any time and at any place. Every country might one day find itself having to cope with the after-effects of colonialism, conquest, conflict or catastrophe. This article describes the impact of traumatic events upon the decision-making processes of school leaders. Specifically, it describes the ways in which personal value systems influence how school leaders attend to appropriate, diligent and socially just responsibilities following a traumatic event. The purpose of this article is to identify and examine possible future strategies for a socially just school leader when confronted with an unanticipated and demanding environment.

When the walls have fallen: Socially just leadership in post-traumatic times

Journal of Educational Leadership, Policy and Practice

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

{"article-title":"When the walls have fallen: Socially just leadership in post-traumatic times"}

Although educational researchers and theorists accept that there is a degree of ambiguity and uncertainty endemic to organizational life, school leaders in...

When the walls have fallen: Socially just leadership in post-traumatic times

Online veröffentlicht: 21. Apr. 2019

Seitenbereich: 106 - 118

DOI: https://doi.org/10.21307/jelpp-2015-010

Schlüsselwörter
Socially just leadership, post-catastrophe education, post-conflict continuum, Organizational Post-Traumatic Disorder

© 2015 J. Tim Goddard published by Sciendo

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

When the walls have fallen: Socially just leadership in post-traumatic times

Online veröffentlicht: 21. Apr. 2019

Seitenbereich: 106 - 118

DOI: https://doi.org/10.21307/jelpp-2015-010

SchlüsselwörterSocially just leadership, post-catastrophe education, post-conflict continuum, Organizational Post-Traumatic Disorder

© 2015 J. Tim Goddard published by Sciendo

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

Schlüsselwörter
Socially just leadership, post-catastrophe education, post-conflict continuum, Organizational Post-Traumatic Disorder