A Dialectic of Social Justice: Finding Synergy between Life and Work through Reflection and Dialogue

2008 ◽  
Vol 18 (2) ◽  
pp. 134-163 ◽  
Author(s):  
Jeffrey S. Brooks ◽  
Autumn K. Tooms
Keyword(s):  
Social Justice ◽  
Reflective Practice ◽  
Educational Administration ◽  
Critical Dialogue ◽  
Scholarly Community ◽  
Leadership For Social Justice ◽  
Ongoing Dialogue

Educational administration scholars have long argued that reflective practice and meaningful critical dialogue are important aspects of thoughtful leadership. This article explores the efficacy and utility of these two activities in relation to learning about and enacting leadership for social justice. The article centers on the reflective narratives of two leadership-for-social-justice scholars. It considers how their discrete experiences and ongoing dialogue contributed to their development, and it reveals the complexities and deficiencies that they continue to reconcile. The article concludes with a discussion of the value of engaging in these activities. It is written with established and emerging scholars in mind, who are seeking to understand what social justice means and who are striving to situate themselves as active members of a scholarly community.

Distributed Leadership for Social Justice: Exploring how Influence and Equity are Stretched over an Urban High School

2007 ◽  
Vol 17 (4) ◽  
pp. 378-408 ◽  
Author(s):  
Jeffrey S. Brooks ◽  
Gaetane Jean-Marie ◽  
Anthony H. Normore ◽  
Diane W. Hodgins
Keyword(s):  
High School ◽  
Social Justice ◽  
Distributed Leadership ◽  
Educational Administration ◽  
Ethnographic Study ◽  
Urban High School ◽  
Leadership Practice ◽  
Leadership For Social Justice ◽  
Using Data ◽  
Context Specific

Although leadership for social justice and distributed leadership have separately garnered a great deal of interest among educational administration scholars, no studies have explored the possible conceptual and empirical links between these important and promising areas of inquiry. This study draws from extant literature to suggest an exploratory conceptual framework designed to investigate distributed leadership practice for social justice; it then explores the efficacy of the framework using data from an ethnographic study of leadership practice conducted in an urban high school in the southeastern United States. Findings suggest that the framework has potential for explaining social justice leadership practice as the context-specific and situation-bound work of formal and informal leaders throughout an organization.

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.

Leadership for Social Justice

2005 ◽  
Vol 101 (1) ◽  
pp. 134-161 ◽  
Author(s):  
COLLEEN L. LARSON ◽  
KHAULA MURTADHA
Keyword(s):  
Social Justice ◽  
Leadership For Social Justice

Breath, Breathe, Breathing: Communication in/as Acts of Social Justice (A Metaphorical Performative Assemblage)

2017 ◽  
Vol 18 (5) ◽  
pp. 314-325
Author(s):  
Bryant Keith Alexander ◽  
Timothy Huffman ◽  
Amber Johnson
Keyword(s):  
Social Justice ◽  
Communication Studies ◽  
Human Communication ◽  
Critical Dialogue

This performative essay is a redrafting and extension of a critical dialogue following a public presentation on the nature and importance of communication studies. The dialogue is framed by using the metaphor of breathing, as it relates to particular links between human communication and communication activist research.

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