An Expansion of a Scholar's Social Justice Perspective: A Meeting at the Crossroads

2008 ◽  
Vol 18 (2) ◽  
pp. 200-223 ◽  
Author(s):  
Latish C. Reed
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
School Leaders ◽  
Personal Narratives ◽  
Social Justice Education ◽  
Educational Practice ◽  
Practice Research ◽  
Leadership Curriculum ◽  
Reflective Practitioners ◽  
Personal Accounts

Using a life notes methodology (Bell-Scott, 1994; Dillard, 2000, 2006; Simmons, 2007), I use personal narratives to describe my epistemological influences on my approach to educational practice, research, and the preparation of school leaders. Second, I share personal accounts of how my social justice lens expanded to be inclusive of lesbian, gay, bisexual, and transgendered individuals. Finally, I draw four important lessons from my personal social justice journey for educators to incorporate within their social justice educational leadership curriculum. These lessons include helping students be reflective practitioners, acknowledging the baggage of misinformation and prejudice that they may bring to a social justice education, being able to connect with students at their points of advocacy, and reminding future leaders of their unquestionable responsibility to support all students regardless of their identities.

Leading the multicultural school: Some insights from dedicated school leaders

2020 ◽  
pp. 089202062097304
Author(s):  
Brian Vassallo
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Multicultural Education ◽  
School Leaders ◽  
The United States ◽  
School Based ◽  
Exploratory Investigation ◽  
Race Prejudice ◽  
Multicultural School ◽  
Multicultural Schools

Perturbed by a racially motivated homicide in his homeland and a more recent murder (under investigation at the time of writing) in the United States, the author makes a strong case in favour of Social Justice Educational Leadership. The exploratory investigation examined the following questions: (1) What leadership processes are school leaders adopting to ensure equity and social justice in multicultural schools? (2) What strategies are school leaders providing their staff to continue supporting quality education for all students, irrespective of cultural background? The research sought to extend the debate between educational leadership processes and the ongoing quest towards social justice as embodied in schools in Malta. A qualitative approach emanating from literature review on critical multicultural education was used in the study. Three school leaders known for their stance on issues of race, prejudice, discrimination, oppression, and marginalisation offer their valuable insights on leadership practices inundated with successful processes leading towards more socially just schools. Findings advocate for a wider discussion on the possibilities for effectively addressing the challenges of leading and managing the multicultural school, based on justice and equity principles.

Conversations Worth Having: Linking Social Justice Education to the Co-Curricular

2014 ◽  
Author(s):  
Michele Ribeiro ◽  
Teresita Alvarez-Cortez ◽  
Christopher Hughbanks ◽  
Eric Alexander
Keyword(s):  
Social Justice ◽  
Social Justice Education

School Leaders’ Practice of the Ethics of Educational Leadership to Make Decisions

2018 ◽  
Vol 4 (1) ◽  
pp. 10-34
Author(s):  
Mohammed Assiri
Keyword(s):  
Educational Leadership ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
School Leaders ◽  
Leadership Skills ◽  
Common Factors ◽  
Teaching Experience ◽  
Structured Interview ◽  
School Year ◽  
Ethical Decisions

Abstract This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.

Leading the flock: Examining the characteristics of multicultural school leaders in their quest for equitable schooling

2021 ◽  
pp. 136548022199913
Author(s):  
Brian Vassallo
Keyword(s):  
Educational Leadership ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Critical Incident ◽  
School Leaders ◽  
Daily Routine ◽  
Management Scenarios ◽  
Culturally Responsive Leadership ◽  
Routine Tasks ◽  
Core Characteristics

The quest for educational leaders to enact social and equitable schooling requires ongoing critical transformations that cannot be alienated from contemporary educational discourses and practices. Enacting social justice and equitable schooling poses an unparalleled challenge on the shoulders of risk-taking visionaries, who meticulously attempt to transmit their believes and values into the daily routine tasks at school, rather than plotting futuristic management scenarios. The study seeks to explore the multifaceted role of primary school leaders in the daily struggle to diffuse the principles of Multicultural Education for more just and equitable schooling. For this purpose, qualitative data measures were employed to determine the extent of which participants in the study mirrored the review of literature and research questions. The Critical Incident Technique was particularly useful as it allowed the collection for a large number of incidents occurring over a number of years, from a small number of people in a relatively short time. Analyses proceeded by identifying culturally responsive leadership practices and the application of critical race theory. Results identified seven core characteristics, present in school leaders who professed strong adherence to the principles of Multicultural Education. This suggests the need for emerging models of educational leadership to effectively respond to the increased diversity in our schools and to further establish the connections between multicultural educational leadership and equity schooling.

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

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.

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

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