000			01690nam a22002177a 4500
001			47175
003			OSt
005			20240612133228.0
008			240612b |||||||| |||| 00| 0 eng d
100			_aMIRIAM D. Ezzani
245			_aIslamic school leadership and social justice: _ban international review of the literature/ _cMiriam D. Ezzani, Melanie C. Brooks, Lianne Yang and Amber Bloom
260			_c2023
520			_aThis literature review responds to global concerns regarding the state of Islamic schools and their leadership. A socio-religious conceptual framework guided the inquiry and informed the analysis. The review offers a counternarrative to hegemonic discourses, provides meaning to the complex work of Islamic school leaders in varying contexts, and informs the literature on educational leadership for social justice. Findings suggest Islamic school leaders working to advance social justice converged and diverged in their worldviews, manipulated formal and informal power dynamics, supported the development of Muslim students’ differing expressions of identity, and were responsible to others as a moral calling. The review makes international research connections in leadership for social justice and aims to deepen the knowledge base in educational leadership.
650			_aISLAMIC SCHOOL _xLEADERSHIP
700			_aBROOKS Melanie C.
700			_aYANG Lianne
700			_aBLOOM Amber
773			_gInternational Journal Of Leadership In Education: Theory And Practice, Volume 26, Number 5, October 2023, page: 745-777
856			_uhttps://www.tandfonline.com/doi/full/10.1080/13603124.2021.2009037 _zClick here for full text
942			_2ddc _cARTICLE _n0
999			_c47175 _d47175