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  • 1.
    Bredeson, Paul V.
    et al.
    University of Wisconsin-Madison.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ethical School Leadership: Examining the Work of School Principals and Superintendents2005In: The Annual Meeting of American Educational Research Association, Montreal, Canada, 2005Conference paper (Refereed)
  • 2.
    Goddard, Tim J.
    et al.
    Faculty of Education University of Prince Edward Island Charlottetown, PE C1A 4P3 CANADA.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Managing equity: experiences from Canada and Sweden2010In: International Studies in Educational Administration, ISSN 1324-1702, E-ISSN 1839-2768, Vol. 38, no 3, p. 3-17Article in journal (Refereed)
    Abstract [en]

    Both Canada and Sweden are experiencing major demographic changes that have an impact on the organisation of schools. Here we report on an exploratory study which sought to examine the ways in which principals from each of those two countries manage questions of equity. The findings of this small-scale preliminary investigation suggest that principals actively resist any attempts to recognize diversity and difference. Where diversity and difference were recognised, it was in the sense of a deficit model. Further, we found a consistent superficiality with respect to discussions of values or of alternative pedagogical or organ isational approaches. Rather, respondents gave the impression of being pragmatic and situation-based, using avoidance strategies to minimise differences with the intention of creating equitable access and opportunity for all students. Further and more comprehensive research is required to determine the extent to which these findings may be replicated in other jurisdictions.

  • 3.
    Lapointe, Claire
    et al.
    Laval University.
    Langlois, Lyse
    Laval University.
    Valois, Pierre
    Laval University.
    Aksu, Mualla
    Akdeniz University.
    Arar, Khalid
    The College for Academic Studies.
    Bezzina, Christopher
    University of Malta.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Oplatka, Izhar
    Tel Aviv University.
    An International Cross-Cultural Validation of the Ethical Leadership Questionnaire (ELQ)2016In: International Studies in Educational Administration, ISSN 1324-1702, E-ISSN 1839-2768, Vol. 44, no 2, p. 55-76Article in journal (Refereed)
    Abstract [en]

    Abstract: By investigating the ethical perspectives of school principals in five different countries and verifying the cultural invariance of the Ethical Leadership Questionnaire (ELQ), this paper addresses the need to develop cross-cultural research instruments to better understand the work of school leaders in different contexts. In order to verify the invariance of the ELQ according to culture, school leaders from Canada (n=668), Israel (n=117), Malta (n=130), Sweden (n=260), and Turkey (n=460) completed the ELQ. A measurement invariance analysis was then conducted using the multiple indicators multiple causes (MIMIC) approach, followed by a verification of item translation and equivalence of meaning. Invariance analyses demonstrated some differences in factor loadings (i.e. the regression coefficients indicating the strength of the relation between the items and the constructs they are assumed to measure). Results showed that the ELQ was culturally invariant, and that only one item out of 23 needed to be modified.

  • 4.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Bedömning i en mångkulturell skola2011In: Utvärdering och bedömning i skolan: för vem och varför? / [ed] Agneta Hult & Anders Olofsson, Stockholm: Natur och kultur, 2011, 1, p. 105-120Chapter in book (Other academic)
  • 5.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Constitutive values and daily practice in a Swedish school2003In: Values and Ethics in Educational Administration, ISSN 1703-5759, Vol. 1, no 3, p. 1-8Article in journal (Refereed)
    Abstract [en]

    Schooling is always a moral practice. It takes place inspecific contexts where social regulation is justified byreference to ethical codes and their specific values.Teachers' work is constituted by these values. Teachers actmorally, steering practice in particular directions. The taskis, however, never simple. In a context where the curriculumprovides an ethical framework and schooling operateswithin a moral framework, there is a perpetual struggle toalign personal values, school practices and the constitutivevalues of the national curriculum. This paper focuses on thatstruggle. It builds on a field study which investigates therelationship between school practices and the constitutivevalues explicitly endorsed in the Swedish nationalcurriculum. Episodes of moral steering are presentedtogether with the teachers' subsequent evaluation of theseincidents. These episodes suggest that insofar as individualbeliefs and moment-by-moment responses may lead toactions which counteract constitutive values, moral practicemust also be a deliberative practice where alternatives areweighed and courses of action are adopted.

  • 6.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Educational leadership and im/migration: preparation, practice and policy - the Swedish case2017In: International Journal of Educational Management, ISSN 0951-354X, E-ISSN 1758-6518, Vol. 31, no 5, p. 633-645Article in journal (Refereed)
    Abstract [en]

    Purpose: Migration to Sweden dramatically increased in 2015 and challenged the reception system at all levels and societal institutions, one of which was the school. As a response to the lack of a comprehensive educational strategy for newly arrived students, new regulations were passed in January 2016, the purpose of which was to guarantee equity and equality in education for all students, irrespective of their background. The regulations make demands on local politicians and the school leaders to adjust the reception, organization and teaching to support the newly arrived students' learning. The purpose of this paper is to explore school leadership practices in turbulent times.

    Design/methodology/approach: The study is situated in the field of post-migration ecology, as newly arrived students move from pre-migration to transmigration to post-migration contexts, the latter for this paper's interest, when they arrive to their new schools. Seven principals in a transit municipality for migrants were interviewed to obtain a picture of how they are prepared for diversity in leadership and how policy and practice coincide.

    Findings: The study reveals how policy and practice coincide due to a lack of intercultural and bilingual competences among the staff. The principal's responsibility for a school structure and culture that support newly arrived students' learning raises new demands on how principals are trained for diversity.

    Originality/value: The study is a contribution to the little-researched field concerning school leadership and newly arrived students which raises new demands regarding how principals are trained for diversity.

  • 7.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Etiska dilemman inom Polisens inre arbete2011Report (Other academic)
  • 8.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Europaåret mot rasism: En extern utvärdering av den nationella kommitténs arbete1999Report (Other academic)
  • 9.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    “I always have to balance…”: Constitutive values in daily practice – a Swedish school study2002In: The 7th Annual Values and Leadership Conference, OISE/University of Toronto, 2002Conference paper (Refereed)
  • 10.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Intercultural education and teacher education in Sweden2000In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 16, no 4, p. 511-519Article in journal (Refereed)
    Abstract [en]

    The Swedish school is a meeting place for different cultures. Gender and class variations have been recognized for many years. More recently, ethnic, religious and linguistic diversity has also entered Swedish classrooms. This article examines these new educational circumstances in three parts. The first section defines some multicultural terms in Swedish context and briefly describes Sweden as a multicultural society. The second section discusses different pedagogical strategies in Swedish multicultural classrooms where cultural diversity problematizes traditional education. The final section addresses the need for an intercultural perspective in teacher education.

  • 11.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Legislation vs. morality: a police officer’s ethical dilemma2011In: Police Practice & Research, ISSN 1561-4263, E-ISSN 1477-271X, p. 10-Article in journal (Refereed)
    Abstract [en]

    Policing is a moral endeavor. This paper discusses policing as a complex mission linked to its moral dimension and how individual values may impact how daily work is accomplished. It highlights the ethical dimension of decision-making from different ethical perspectives and the importance of developing practical ethical awareness in routine tasks and everyday activities. A routine episode, as depicted by a female police officer in an in-service program, illustrates how a number of ethical dimensions may arise in an unexpected situation with a discrepancy between the national ethical values for policing and its realization in practice. This paper draws attention to the importance of a forum in which shared dilemmas drawn from everyday activities are discussed, focusing on legislation as well as different ethical perspectives, to identify alternative actions.

  • 12.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Morality at the margins - a lunch time in a Swedish school2003In: the 8th Annual Values and Educational Leadership Conference, Penn State University, State College, PA, 2003Conference paper (Refereed)
  • 13.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Morality at the margins: A silent dimension of teaching and learning2006In: Journal of Curriculum Studies, ISSN 0022-0272, Vol. 38, no 2, p. 189-204Article in journal (Refereed)
  • 14.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor, etik och beslutsfattande2009In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2009, 1, p. 327-339Chapter in book (Other academic)
  • 15.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor, etik och beslutsfattande2012In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2012, 3, p. 385-397Chapter in book (Other academic)
  • 16.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Rektor, förskolechef, etik och beslutsfattande2016In: Skoljuridik / [ed] Viola Boström, Kjell Lundmark, Malmö: Liber, 2016, 4, p. 407-419Chapter in book (Other academic)
  • 17.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    School leadership for diversity and inclusion: meeting the multicultural challenge in Sweden2009In: Values and Ethics in Educational Administration, ISSN 1703-5759, Vol. 8, no 1, p. 1-8Article in journal (Refereed)
  • 18.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Education.
    Skolledarskap i mångkulturella miljöer2014In: Framgångsrika skolor: mer om struktur, kultur, ledarskap / [ed] Jonas Höög, Olof Johansson, Lund: Studentlitteratur AB, 2014, 1, p. 181-196Chapter in book (Refereed)
  • 19.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Successful schools: a European perspective2012In: The Routledge International Handbook of Teacher and School Development / [ed] Christopher Day, Routledge, 2012, p. 437-445Chapter in book (Refereed)
  • 20.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    The Constitutive Values of Swedish Schooling: A Challenge to the Inner Life of School2000In: The European Conference on Educational Research, Edinburgh, 2000Conference paper (Refereed)
  • 21.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    The Constitutive Values of Swedish Schooling: A challenge to the inner life of schools2001In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 9, no 3, p. 371-386Article in journal (Refereed)
    Abstract [en]

    Schooling has always been a tool for transferring values to future generations. Despite social changes such as globalisation, information technology and the retreat of national capital, schools are still institutions where a civic identity is promoted. In a multicultural society, the challenge is to advocate constitutive values without excluding citizens. The Swedish curriculum identifies educational goods by emphasizing constitutive values such as democracy, solidarity and equality in accordance with ethics linked to Western Christian humanism. In addition, these values have to be interpreted and concretised in local contexts. This article examines these aspects of curriculum and the national question. It has three sections. It discusses constitutive values in Swedish schooling; it links deliberation to the localisation and concretisation of these national values, and it reflects on the implementation of these values in a Swedish school. Overall, the article focuses on possibilities for deliberative practice in a multicultural school.

  • 22.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    The curriculum of the mind – implementation of the curriculum’s democratic values in daily school practice2004In: The European Conference on Educational Research, University of Crete, 2004Conference paper (Refereed)
  • 23.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    The Sage Handbook of Educational Leadership: Advances in Theory, Research, and Practice2006In: Journal of In-service in Education, ISSN 1367-4587, Vol. 32, no 1, p. 138-141Article, book review (Other academic)
  • 24.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    The School as a Moral Arena: A challenge for educational leadership2005In: The Tenth Annual Values and Leadership Conference, Penn State University, State College, PA, 2005Conference paper (Refereed)
  • 25.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    The School as a Moral Arena: Constitutive values and deliberation in Swedish curriculum practice2004Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis’ main theme is the relation between school practices and the constitutive values explicitly endorsed in the Swedish national curriculum. It consists of four articles. Article I examines the new educational circumstances in a multicultural society. It problematizes the school’s task to find a balance between contributing to a certain cultural consensus, the common and shared, and to increase the ability to live with a cultural multiplicity. The article addresses the need for intercultural education for the realisation of a democratic classroom. Article II addresses the challenge for schools to advocate constitutive values in a multicultural society. It problematizes the relation between the curriculum’s values, stipulated at central level, and their interpretation and implementation at local level, i.e., in the class-room. An action-research project in a Swedish school illustrates the teachers’ struggle to realize these values in daily practice. The project resulted in the teachers move from abstract to concrete discussions of the constitutive values, as well as changes in their daily practice. Overall, the paper focuses on possibilities for deliberation in a multicultural school. Article III highlights schooling as a moral practice. It builds on a field study which investigates the relation between the curriculum’s stipulated values and the enacted curriculum. Episodes of moral steering are presented together with the teachers’ subsequent evaluation of these incidents. These episodes suggest that insofar as individual beliefs and moment-by-moment responses may lead to actions with counteract constitutive values, moral practices must also be a deliberative practice where alternatives are weighed and courses of action are adopted. Article IV develops the discussion concerning the school as a moral arena. A short lunch episode from the school study illustrates the discrepancy between the curriculum’s constitutive values and their realization in practice. The paper suggests that episodes at the margins of school practices may be just as important to the moral curriculum of school as the knowledge-related elements conventionally deemed to be the core of the curriculum. In summary, the thesis demonstrates that the assignment to foster the coming citizens in a multicultural school is complex. Other values than those stipulated in the curriculum steer teachers’ actions. Moreover, it is a thorny mission to accomplish an equal school in an unequal society. Nonetheless, there is a need for awareness among pedagogues concerning the correspondence between societal values, the hierarchy of social groups, individual values, the curriculum’s values, and the teacher’s assignment. The curriculum’s values have to be taken into account just as well as individual attitudes, prejudices and taken-for-granted notions have to be clarified, confronted, defended or abandoned. Interpreting, internalising and applying democratic values in school is a never-ending process.

  • 26.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    The Swedish national principal training programme: a programme in constant change2018In: Journal of Educational Administration & History, ISSN 0022-0620, E-ISSN 1478-7431Article in journal (Refereed)
    Abstract [en]

    In the mid-1970s, a systematic national principal training programme was introduced in Sweden. The aim was to guarantee better-equipped principals in their mission to lead and develop schools in accordance with national steering documents. Since then, the programme has been subjected to changes, but its focus has remained the same. The three-year programme is currently directed at already-employed principals whose efforts are estimated to consume about 20% of their working time. Six universities provide the programme with content that corresponds to thirty higher-education credits. Consequently, the academy has to balance its fundamental role as a critical independent institution and its mission to provide an education that is crucial in the educational steering system. This article presents an historical overview of the programme’s development as well as the current programme’s design and challenges, and it discusses the expected future demands for change.

  • 27.
    Norberg, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Vän eller fiende?: Forskningsetiska aspekter på pedagogisk forskning2000In: Forskning på gott och ont: en antologi om samhällsvetenskaplig forskningsetik, Institutionen för socialt arbete, Umeå universitet, Umeå , 2000, p. 105-110Chapter in book (Other academic)
  • 28.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    Det pedagogiska ledarskapets etiska dimension2014In: Ledarskapet i centrum: om rektor och förskolechef / [ed] Monika Törnsén & Helene Ärlestig, Malmö: Gleerups Utbildning AB, 2014, 1, p. 99-112Chapter in book (Refereed)
  • 29.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ethical Dilemmas of Swedish School Leaders: Contrasts and Common Themes2007In: Educational Management Administration & Leadership, ISSN 1741-1432, Vol. 35, no 2, p. 277-294Article in journal (Refereed)
  • 30.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ethical School Leadership: a Scandinaivan Perspective2008In: Preparing Democratic Leaders for Quality Teaching and Student Success: A Time For Action: UCEA Convention, 2008, Orlando Oct. 30 - Nov. 2, Texas: University Council for Educational Administration , 2008Conference paper (Other academic)
  • 31.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ethical School Leadership: Examining the Practical Work of School Leaders2006In: The 11th Annual Leadership & Ethics Conference, Victoria, Canada, 2006Conference paper (Refereed)
  • 32.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
    The ethical demands of multiculturalism2014In: Handbook of ethical educational leadership / [ed] Christopher M. Branson & Steven Jay Gross, New York: Routledge, 2014, p. 426-438Chapter in book (Refereed)
  • 33.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    The ethical dimensions of curriculum leadership in Scandinavian countries2010In: Journal of Educational Administration, ISSN 0022-0639, Journal of Educational Administration, ISSN 0957-8234 online, Vol. 48, no 3, p. 327-336Article in journal (Refereed)
    Abstract [en]

    Purpose – Schooling is a significant tool for fostering future generations, which, in turn, implies that the curriculum is an ethical document. It mirrors the society's notion of what is valuable, useful and necessary from a societal and individual perspective. The purpose of this paper is to address the Scandinavian curricula's ethical framework, which is negotiated by school leaders and educators. Design/methodology/approach – The paper provides an overview of the political intentions for desirable socialisation and civic identity represented in Scandinavian curricula, and discusses the implications for ethical school leadership. Findings – There is a disparity between rhetoric and reality when it comes to a “school for everyone”, since the curricula's promoted content and end are interpreted differently. The paper indicates that an awareness of individual and less conscious internal values and how they steer conduct is significant. Originality/value – The paper is among the first to address Scandinavian curricula's promoted values and their consequences for ethical school leadership

  • 34.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Nilhfors, Elisabet
    Ethics and superintendents: the Swedish case2010Conference paper (Refereed)
  • 35.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    In the name of honor: Swedish school leaders’ experiences of honor-related dilemmas2013In: Journal of Educational Administration, ISSN 0957-8234, E-ISSN 1758-7395, Vol. 51, no 6, p. 855-867Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to examine honor-related dilemmas that principals encounter in daily practice. Such dilemmas illustrate how special demands from parents can collide with the school's democratic mission.

    Design/methodology/approach –In total, 53 principals who participated in an in-service program, which aimed to enhance consciousness and knowledge concerning honor-related issues, were asked to describe their experiences of honor-related dilemmas. The paper uses the understanding of the honor culture as an analytic probe in studying and understanding the dilemmas and how these collide with the school's inner work in accordance with democratic values.

    Findings – The major findings illustrate that the participating principals have to deal with honor-related issues in their daily practice. The dilemmas include parents’ demands for restrictions affecting girls, young women, boys, and young men from preschool up to adult education. These restrictions limit their right to participate in all school subjects and activities and to live a life free of oppression.

    Practical implications – The paper reveals the importance of enhanced consciousness and knowledge concerning honor-related issues. Principals must have the ability to identify and recognize at-risk students and organize the necessary support for those students without stigma and exclusion. How the school's structure and culture support intercultural practice and inclusion is important to avoid a contribution to marginalization and a rejection of the school's value base.

    Originality/value – A number of research studies have been done regarding culture clashes in the multicultural school context. This paper identifies dilemmas that can be related to the honor culture and how these are expressed in the principal's office.

  • 36.
    Norberg, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Ärlestig, Helene
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Angelle, Pamela S
    University of Tennessee, Knoxville, USA.
    Global conversations about social justice: The Swedish-US example2014In: Management in Education, ISSN 0892-0206, Vol. 28, no 3, p. 101-105Article in journal (Refereed)
    Abstract [en]

    This qualitative study investigated the social justice practices of four principals − two from the United States and two from Sweden. The purpose of the study was to enhance our understanding of school leaders’ actions as they work to promote socially just practices in different national contexts. Principals were interviewed to examine their perceptions of what social justice leaders do, how they make sense of social justice, what helps and hinders the work of social justice, and how they learned to become social justice leaders. Findings from the principals’ interviews are presented as a fictional conversation to illustrate similarities and points of departure in social justice practice between the two countries. Principals emphasized the proactive nature of social justice leadership, demonstrated through decision-making, strategic planning, and daily interactions. The importance of giving voice to those who cannot speak for themselves, holding high expectations for all students, and the importance of modeling positive values was underscored. Conclusions from this study illustrate that social justice leadership in practice, despite the national context, offers more commonalities than differences.

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