Etiska och moraliska perspektiv på kontextuella särskildheter i rektorers arbete och ledarskap i strukturellt missgynnade områden

Abstract

Ethical and moral perspectives on contextual particularities in principals’ work in structurally disadvantaged areas. Metropolitan Swedish cities experience consequences of segregation and challenges in providing equality in education as part of an equitable national welfare. Drawing attention to elementary schools in structurally disadvantaged areas, this study focuses ethical and moral perspectives on principals’ work and leadership in relation to contextual particularities. Findings are based on an empirical set of 15 semi-structured group conversations with 20 principals. In their day-to-day work and leadership principals balance a generalized norm of judicial and institutional requirements with contextual particularities emanating from structurally disadvantaging structures. Wider ethical intentions, characterized as social justice ambitions to level out inequalities and achieve emancipatory goals for every student, are at core when principals consider multiple perspectives in processes of handling contextual particularities. Resultingly, an ethical school leadership come through with principals as moral agents and subjects. However, also ethically mindful and morally experienced principals need supportive institutional accountability in line with local needs and adjusted to local particularities.