School Principals Practice Narratives in Quebec : A Competency Illustration for Equity, Inclusion and Social Justice

School Principals Practice Narratives in Quebec : A Competency Illustration for Equity, Inclusion and Social Justice

• Julie Larochelle-Audet, Université de Montréal, Canada

• Marie-odile Magnan, Université de Montréal, Canada

• Emmanuelle Doré, Université de Sherbrooke, Canada

• Lise-Anne St-Vincent, Université du Québec à Trois-Rivières, Canada

doi : 10.18162/fp.2022.666

Résumé

Several international studies have shown the impact of the school principal’s leadership in the struggle for equity, inclusion and social justice in education (Khalifa, 2018; Riehl, 2009). This article presents an initiative inspired by research and development that aimed to guide school principal’s in the actualization of a competency model developed to support them with the establishment of inclusive educational environments that promote action against inequalities, exclusions and discrimination (Larochelle-Audet et al., 2018a). Using practice narratives, a toolbox was designed with the input of targeted users—school principals— to illustrate the four components of the competency.

Abstract

Several international studies have shown the impact of the school principal’s leadership in the struggle for equity, inclusion and social justice in education (Khalifa, 2018; Riehl, 2009). This article presents an initiative inspired by research and development that aimed to guide school principal’s in the actualization of a competency model developed to support them with the establishment of inclusive educational environments that promote action against inequalities, exclusions and discrimination (Larochelle-Audet et al., 2018a). Using practice narratives, a toolbox was designed with the input of targeted users—school principals— to illustrate the four components of the competency.