Educational leadership for social justice: A systematic review of empirical evidence

Abstract

Educational leadership for social justice is a recurrent educational theme and endeavour with significant implications for creating equitable and inclusive educational ecosystems where all children thrive. However, social justice constitutes an ontological stance that is interpreted, practiced and conceptualised in different ways across various contexts. This article documents a systematic review of empirical studies, including 124 peer-reviewed journal articles published between 2014 and 2024, which were identified through searches in four databases: SCOPUS, Web of Science, Lens and ERIC. The findings of this review reveal that case studies and qualitative approaches are the most frequently employed research designs, though the study contexts show a notable lack of geographical diversity. Emerging themes highlight the role of culturally responsive leadership, the influence of personal and professional identities in leadership, and the tensions principals navigate between policy mandates and social justice commitments. We conclude with a critical analysis of these findings, whereby limitations and paradoxes are identified, and ways forward are advanced for a socially just leadership. Context and implications Rationale for this study: This study synthesises empirical evidence on educational leadership for social justice, which typically addresses systemic inequities and advocates for culturally responsive and decolonial leadership approaches. Why the new findings matter: The findings highlight the common trends in empirical research on educational leadership for social justice in the past decade, and the major limitations and paradoxes in current research in this field. Implications for practitioners, policy makers and educators: The implications of this review for practitioners and policymakers lie in offering a critical synthesis of extant literature and nuanced understandings of the limitations and tensions that remain unpacked. Some of these implications speak directly to principal preparation providers, accentuating the need for continuous leadership development in ways that support raising critical consciousness and awareness among school principals, so they become better prepared to address the emergence of social injustice issues in their school communities. The review also highlights the need for situating social justice as part of principal preparation programmes.