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Abstract
This qualitative study investigated the social justice practices of four principals − two from the United States and two from Sweden. The purpose of the study was to enhance our understanding of school leaders’ actions as they work to promote socially just practices in different national contexts. Principals were interviewed to examine their perceptions of what social justice leaders do, how they make sense of social justice, what helps and hinders the work of social justice, and how they learned to become social justice leaders. Findings from the principals’ interviews are presented as a fictional conversation to illustrate similarities and points of departure in social justice practice between the two countries. Principals emphasized the proactive nature of social justice leadership, demonstrated through decision-making, strategic planning, and daily interactions. The importance of giving voice to those who cannot speak for themselves, holding high expectations for all students, and the importance of modeling positive values was underscored. Conclusions from this study illustrate that social justice leadership in practice, despite the national context, offers more commonalities than differences.
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