Abstract
This chapter looks at schools in Mexico, New Zealand, and Spain where children did not speak the dominant language and had little experience in the dominant culture. The school directors expressed interest in providing a socially just environment to welcome these children. Teachers in this study recognised the needs of indigenous and migrant populations, such as work, food, shelter, clothing, health, and education. They acted in a committed manner to ensure that the provisions of education and food were established as a minimum condition for learning. The directors began their work by conducting an in-depth analysis of the school and worked toward a collaborative plan.
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Slater, C.L. et al. (2019). Leadership for Social Justice in Schools in Mexico, New Zealand, and Spain. In: Angelle, P., Torrance, D. (eds) Cultures of Social Justice Leadership. Intercultural Studies in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-10874-8_6
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DOI: https://doi.org/10.1007/978-3-030-10874-8_6
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