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dc.contributor.authorSlater, Charles L.
dc.contributor.authorLopez Gorosave, Gema
dc.contributor.authorSilva, Patricia
dc.contributor.authorTorres, Nancy
dc.contributor.authorRomero, Adriana
dc.contributor.authorAntúnez Marcos, Serafín
dc.date.accessioned2020-11-12T10:52:27Z
dc.date.available2020-11-12T10:52:27Z
dc.date.issued2017
dc.identifier.issn2564-7261
dc.identifier.urihttp://hdl.handle.net/10459.1/69858
dc.description.abstractThis study looks at three female school directors in Costa Rica, Mexico, and Spain who worked under challenging conditions to establish social justice. We were particularly interest in how they learned to become social justice leaders. Qualitative interviews were used to hear directly from the school directors about their experiences. Transcripts were analyzed for common themes. The commitment of these directors to social justice came from early family experiences that gave them strength and core values. They met adversity in young adulthood which reinforced their commitment to inclusive leadership.ca_ES
dc.language.isoengca_ES
dc.publisherDokuz Eylul Universityca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.30828/real/2017.1.5ca_ES
dc.relation.ispartofResearch in Educational Administration & Leadership, 2017, vol. 2, núm. 1, p. 78-104ca_ES
dc.rightscc-by-nc (c) Slater, Charles L. et al., 2017ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectSocial justiceca_ES
dc.subjectLeadershipca_ES
dc.subjectWomen leadersca_ES
dc.subjectInclusive leadershipca_ES
dc.titleWomen Becoming Social Justice Leaders with an Inclusive Viewin Costa Rica, Mexico, and Spainca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec028126
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.dlhttps://doi.org/10.30828/real/2017.1.5


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cc-by-nc (c) Slater, Charles L. et al., 2017
Except where otherwise noted, this item's license is described as cc-by-nc (c) Slater, Charles L. et al., 2017