Implications and recommendations for future research

Implications for practitioners, policy makers, researchers and academics are determined by key findings and the limitations identified. Although implications for different stakeholders are interdependent, highlighting specific challenges for each group strengthens the

recommendations for future research for educational social justice leadership in Nepal.

One key academic implication this study highlights is the complexity of working in a very challenging and difficult context. This raises a range of practical and ethical implications for researchers to understand Nepal’s logistical, cultural and linguistic issues and to ascertain how to gain access to relevant participants especially considering the challenges indicated. This is especially important to tackle the reluctance of participants to discuss sensitive areas.

Educational provision and school leadership for social justice in Nepal are under-researched raising implications for policy makers. However, deeply rooted societal problems of injustice cannot simply be ‘researched’. There are dangers that possibilities for future research may be launched in all sorts of directions to satisfy externally directed policy. Furthermore, policy makers must avoid the assumption that education is the solution for all social injustice. There must be a coherent strategy underpinning a commitment to ensure sustainable improvements and social actions that arise from long term policies and practices. Policy makers must

understand the capabilities and professional needs of practitioners through effective research and consultation in developing any strategy. For the strategy to be socially just the ownership of the vision and planning must be in the hands of the Nepalese and not be imposed or controlled from outside. Furthermore, the selection of research priorities for policy

development must be grounded on realistic evaluations of existing educational practice and aligned to emerging themes from new research (Bogotch and Shields, 2014).

In seeking social justice understanding for practitioners there are several routes for the future. For example, research that continues to promote policy and practice of leadership focusing on outcomes, responding to external agendas of agencies such as the World Bank. Alternatively, research could focus on Nepal’s own priorities looking for opportunities and conditions for individuals and groups of learners, teachers and leaders, focusing on capabilities. The relationship of capabilities to school leadership and their role in realising social justice in education is worthy of more detailed research. This study tentatively suggests a model whereby capabilities of school leaders are enhanced or constrained by a combination of

personal or informal influences and professional or formal experience. In-depth case studies of head teachers in Nepal, for example by gender, or for leaders at different phases in their career could be used to identify head teacher capabilities and how they may be enhanced.

Geographical factors are a key feature shaping heads’ understanding and practice of social justice. Therefore, it is suggested that intensive future research with in-depth studies focuses on regions and localities. More detail about the particularities of the new provinces enables regionalised and then localised policy to be more effectively addressed. Decentralisation implications need to be reviewed carefully as the rate of Nepal’s transformation increases dramatically through globalisation pressures. Another issue arising from this study has been the identification of ineffective interventions from external agencies in Nepal and other developing countries. Research into policy, structure and organisation must be matched by studies that seek to research individual voices of school leaders and other stakeholders. Implications for researching the bigger picture can only make sense if the particularities of impact on individuals is given equal status. There is great value in qualitative data studies, that explore the detail and depth of social justice issues in educational leadership with individuals including their narratives. Nevertheless, broader quantitative data on the educational

landscape that individuals operate within are of value to achieve triangulation in analysis and a comprehensive understanding of the challenges and opportunities for improving social justice. Mixed methods, as adopted in this study, combining rich detail through integrated quantitative and qualitative data is one way forward.

Finally, as indicated earlier one of the main outcomes of the research is to offer a series of workshops. These are primarily planned for research participants and other head teachers to explore the findings and review the analysis and interpretation of the data. Utilising the existing and established contacts in Nepal enables the potential impacts of this research to move beyond aspiration. Workshops are not only valuable for practitioners in school

leadership but raise opportunities for policy makers and researchers in Nepal to appreciate the implications of the research. Through invitation to collaborate, network and develop mutual understanding, all stakeholders in social justice leadership may understand perspectives and limitations affecting other stakeholders. Engaging and reflecting on current and potential practice in educational social justice enables a deeper understanding of the implications for provision of professional development to further support school leaders. This pragmatic and

transformative focus is an especially important outcome for the objectives of a professional doctorate.