Educational Leadership and Social Justice: A Hybrid Systematic Review
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| Title: | Educational Leadership and Social Justice: A Hybrid Systematic Review |
|---|---|
| Language: | English |
| Authors: | Khalid H. Arar (ORCID |
| Source: | Journal of Educational Administration and History. 2026 58(2):127-160. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Instructional Leadership, Social Justice, Equal Education, Leadership Effectiveness, Educational Change, Foreign Countries, International Cooperation, Principals, Inclusion, Leadership Styles, Cultural Relevance, Transformational Leadership |
| Geographic Terms: | United States, United Kingdom, Australia, Canada, Israel, Spain, New Zealand, Ireland, South Africa, China, Cyprus, Chile, Greece, Malta, Thailand, Turkey, Malaysia, Norway, Oman, Sweden |
| DOI: | 10.1080/00220620.2026.2627590 |
| ISSN: | 0022-0620 1478-7431 |
| Abstract: | This study examines scholarly articles on social justice-oriented educational leadership published between 2000 and 2024, tracing the field's conceptual evolution, theoretical foundations, and key thematic trends. Employing a hybrid systematic review approach that integrates quantitative bibliometric mapping with qualitative thematic synthesis, it investigates core theories underpinning this leadership paradigm and the challenges of translating theory into practice. Unlike prior reviews that relied on either bibliometric or narrative approaches, this study combines both, offering a historical mapping alongside a thematic interrogation of 20 influential works. Its main contribution lies in the thematic analysis, which reveals how structural, political, and ethical constraints are theorized across contexts, moving the field beyond descriptive mapping toward critical synthesis. Drawing on 25 years of publications from Scopus and Web of Science, findings show significant growth in the field and increasing attention to ethical, cultural, structural, and political dimensions. The study underscores that effective educational leadership must address systemic inequalities, while highlighting policy constraints that limit the enactment of social justice principles and calling for equity-centered reforms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504518 |
| Database: | ERIC |
| Abstract: | This study examines scholarly articles on social justice-oriented educational leadership published between 2000 and 2024, tracing the field's conceptual evolution, theoretical foundations, and key thematic trends. Employing a hybrid systematic review approach that integrates quantitative bibliometric mapping with qualitative thematic synthesis, it investigates core theories underpinning this leadership paradigm and the challenges of translating theory into practice. Unlike prior reviews that relied on either bibliometric or narrative approaches, this study combines both, offering a historical mapping alongside a thematic interrogation of 20 influential works. Its main contribution lies in the thematic analysis, which reveals how structural, political, and ethical constraints are theorized across contexts, moving the field beyond descriptive mapping toward critical synthesis. Drawing on 25 years of publications from Scopus and Web of Science, findings show significant growth in the field and increasing attention to ethical, cultural, structural, and political dimensions. The study underscores that effective educational leadership must address systemic inequalities, while highlighting policy constraints that limit the enactment of social justice principles and calling for equity-centered reforms. |
|---|---|
| ISSN: | 0022-0620 1478-7431 |
| DOI: | 10.1080/00220620.2026.2627590 |
