Professional development for school leaders in England: decision-making for social justice

2020 ◽  
Vol 47 (1) ◽  
pp. 63-74
Author(s):  
Ian Potter ◽  
Stephanie Chitpin
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Social Justice ◽  
School Leaders

Which Hill Would You Die on?: Examining the Use of War-Normalizing Metaphors in Social Justice Leaders’ Discourse and Practice

2019 ◽  
Vol 30 (1) ◽  
pp. 42-61
Author(s):  
Denise Armstrong ◽  
Stephanie Tuters ◽  
Snežana Ratković
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Professional Practice ◽  
School Leaders ◽  
Development Programs ◽  
Social Justice Leadership ◽  
American School ◽  
Policy Makers ◽  
Educational Discourse ◽  
Political Environments

Metaphors are deeply embedded in educational discourse, yet few studies examine how educators use these linguistic devices to conceptualize, articulate, and make sense of their professional practice. This article examines the metaphors that 38 Canadian and American school leaders used to describe how they accomplished their social justice work in complex political environments. Our analysis revealed that while participants used a variety of metaphors to describe how they subverted inequitable practices to achieve their social justice goals, for the most part, their discourse coalesced around war-normalizing metaphors. We explore the nature of these metaphors, how they contradict and cohere with popular educational discourses and ideologies, and their implications for practice. We further discuss how policy makers, practitioners, and professional development programs can employ metaphors as discursive tools to assess and reconceptualize practice and advance social justice leadership.

RAISE IT UP!! Youth Arts and Awareness

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Natasha Thomas-Jackson
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Young People ◽  
Social Transformation ◽  
Family Members ◽  
Community Leaders ◽  
Youth Engagement ◽  
Literary Arts ◽  
Systemic Oppression ◽  
Creative Self

RAISE IT UP! Youth Arts and Awareness (RIU) is an organization that promotes youth engagement, expression, and empowerment through the use of performance and literary arts and social justice activism. We envision a world where youth are fully recognized, valued, and supported as artist-activists and emerging thought leaders, working to create a world that is just, intersectional, and inclusive. Two fundamental tenets shape RIU’s policies, practices, and pedagogy. The first is that creative self-expression and culture making are powerful tools for personal and social transformation. The second is that social justice is truly possible only if and when we are willing to have transparent and authentic conversations about the oppression children experience at the hands of the adults in their lives. We are committed to amplifying youth voices and leadership and building cross-generational solidarity among people of all ages, particularly those impacted by marginalization. Though RIU is focused on and driven by the youth, a large part of our work includes helping adult family members, educators, and community leaders understand the ways in which systemic oppression shapes our perceptions of and interactions with the young people in our homes, neighborhoods, institutions, and decision-making bodies.

A Scale to Measure School Leaders’ Use of Twitter for Professional Development and Learning

2021 ◽  
pp. 019263652110089
Author(s):  
Samuel F. Fancera
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Educational Outcomes ◽  
School Leaders ◽  
Reliable Instrument

The purpose of this research was to develop and test an instrument to measure school leaders’ use of Twitter for professional development (PD) and learning. Findings from an exploratory factor analysis indicate that the resulting nine-item Twitter for PD Scale offers a valid and reliable instrument to measure school leaders’ use of Twitter for PD and learning. Researchers and practitioners can use the Twitter for PD Scale to measure the influence of Twitter-delivered PD on various educational outcomes.

Educational leadership for social justice in Costa Rica, Mexico, and Spain

2017 ◽  
Vol 55 (3) ◽  
pp. 316-333 ◽  
Author(s):  
Patricia Silva ◽  
Charles L. Slater ◽  
Gema Lopez Gorosave ◽  
Victoria Cerdas ◽  
Nancy Torres ◽  
...  
Keyword(s):  
Social Justice ◽  
Costa Rica ◽  
Educational Opportunity ◽  
School Leaders ◽  
Point Of View ◽  
Equal Educational Opportunity ◽  
Content Type ◽  
School Directors ◽  
Leadership For Social Justice ◽  
Distribution Of Resources

Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

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