The study aimed to investigate the efforts of advancing minority education through social justice leadership carried out by a principal in a rural school. Indonesia, as the largest archipelagic country, faces challenges in distributing resources across its diverse territory. Education is widely regarded as the solution to various problems, although the type of education that should be standardized remains a subject of debate, particularly considering the country’s diversity. This research employed an ethnography approach, conducted from August 2022 to June 2023. The researcher immersed himself as a participant observer, conducting interviews, making observations, taking field notes, collecting relevant documents, and maintaining a research diary to gain insights into the school and its community. The research sought to answer the following questions: (1) What factors contribute to the transformation of the principal’s belief from majority education to advocating for minority education? (2) How did the teachers undergo transformative changes in their personal journeys after experiencing a principal’s leadership focused on advancing minority education? (3) How did the principal’s communication strategies influence the implementation of social justice leadership and impact the progress of minority education? (4) What are the distinguishing characteristics of dual-track programs, compared to other initiatives in the Western context of social justice, that make them particularly suited for local rural communities? The findings of the study highlighted various aspects, including the principal’s personal journey from a focus on majority education to advocating for minority education. The research uncovers the pivotal experiences and turning points that motivated the principal to embrace the cause of social justice and support the rights of marginalized students. This transformation in mindset served as the foundational driving force for the subsequent changes witnessed within the school community. The transformative changes experienced by the teachers under the principal’s leadership are captured through the research, revealing how the principal’s initiatives positively impacted their mindset, fostering a sense of belonging and equal opportunity for the students, regardless of their social backgrounds. The communication strategies employed by the principal to promote social justice leadership and facilitate progress in minority education included building relationships with care and empathy, coping with people’s hesitance, one-on-one communication, bringing allies, building consensus, and trust. These strategies, in conjunction with the unique characteristics of the principal’s program compared to Western initiatives in the domain of social justice, contributed to its effectiveness. Based on these findings, suggestions were proposed to stakeholders to support and enhance the advancement of minority education.

CHAPTER ONE INTRODUCTION 1
1.1. Background of the Study 1
1.2. The Utopia of Social Justice 2
1.3. A Hope from the Countryside 5
1.4. Purpose of the Study 7
1.5. Research Questions 8
1.6. Significance of the Study 9
1.7. Definition of Terminology 9
CHAPTER TWO LITERATURE REVIEW 13
2.1. Minority Education 14
2.2. Social Justice Leadership in Education 16
2.3. Communication Strategies as a Means towards Social Justice 28
2.4. Transformative Education 30
2.5. Social Cognitive 35
2.6. Culturally Relevant Programs 40
2.7. Examples of the Culturally Relevant Programs from the Western Worlds 49
2.8. Redefining Cultural Success 51
2.9. Conceptual Framework for Current Study 53
CHAPTER THREE RESEARCH METHODOLOGY 55
3.1. Research Method 55
3.2. Research Setting 56
3.3. Participants 62
3.4. The Role of the Researcher 69
3.5. Data Collection 70
3.5.1. Interview 71
3.5.2. Document 75
3.5.3. Observation and Field Notes 75
3.5.4. Validity 76
3.5.5. Trustworthiness 77
3.5.6. Data Management 78
3.5.7. Ethical Considerations 79
3.6. Data Analysis 81
3.6.1. Coding 82
3.6.2. Interview Analysis 84
3.6.3. Document Analysis 84
3.6.4. Field Notes Analysis 85
CHAPTER FOUR FINDINGS AND DISCUSSION ON THE DUAL-TRACK PROGRAM 87
4.1. The Dual-track program 87
4.2. Principal Fandi’s Vision of the Program 90
4.3. Analysis of the Program 92
4.3.1. Inclusiveness of the Program 92
4.3.2. Equity Access 94
4.3.3. Transformative Experience 96
4.4. Comparison of Dual-Track Program with other Initiatives 98
4.4.1. Improving School Participation 100
4.4.2. Student Retention 102
4.4.3. Emphasizing Real-Life Preparation 103
4.4.4. Focusing on Economic Independence to Support Local Entrepreneurship 104
CHAPTER FIVE FINDINGS AND DISCUSSION ON SOCIAL JUSTICE LEADERSHIP 107
5.1. The Personal Journey from Majority to Minority Education 107
5.1.1. Encapsulated Mindset 109
5.1.2. Ethnic Additive Shift 112
5.1.3. Transformative Shift 114
5.1.4. Decision-Making and Social Action Shift 116
5.2. Getting the Teachers on Board from Majority to Minority Education 118
5.2.1. Transformative Journeys: The Teachers’ Perspective 119
5.2.2. Mrs. Ira: From Majority Education Advocate to Inclusive Visionary 119
5.2.3. Mr. Dul’s Transformative Journey: Embracing Change and Diversity 124
5.2.4. Mr. Imin: Moving towards Minority Education from Meritocracy Beliefs 129
5.3. The Communication Strategies to Shape Social Justice for Minority 132
5.3.1. Building Relationship with Care and Empathy 135
5.3.2. Exhibiting Care 136
5.3.3. Flourishing Empathy 137
5.3.4. Coping with People’s Hesitance 140
5.3.5. One-on-one Communication 143
5.3.6. Bringing Allies 143
5.3.7. Leadership Modeling 145
5.3.8. Dealing with Disagreement and Building Consensus with Senior Teachers 146
5.3.9. Building Consensus and Trust 149
CHAPTER SIX CONCLUSION AND RECOMMENDATIONS 151
6.1. Conclusion 151
6.1.1. Factors Influencing Principal’s Transformation 151
6.1.2. Social Justice in Advancing Minority Education: Teacher Journeys 152
6.1.3. Empowering Through Effective Communication Strategies 154
6.1.4. Uniqueness of Social Justice Perspective in the Implemented Programs 155
6.2. Recommendations 156
6.2.1. School Leaders 156
6.2.2. Board of Education 157
6.2.3. Future Research 158
REFERENCES 161
APPENDIX 169

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