scholarly journals The Importance of Context in Social Justice Leadership: Implications for Policy and Practice

2021 ◽  
Vol 10 (4) ◽  
pp. 1989-2002
Author(s):  
Fiona King ◽  
Joe Travers ◽  
Jean McGowan
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
School Leadership ◽  
Policy Development ◽  
Evidence Base ◽  
Social Justice Leadership ◽  
Policy And Practice ◽  
School Contexts ◽  
Nuanced Understanding ◽  
Development Network

<p style="text-align: justify;">This article contributes to the evidence base on the significance of context in enacting social justice leadership. It draws on data from the International School Leadership Development Network of 20+ countries who adopted a common qualitative approach involving interviews with principals identified as being social justice leaders. The article focuses on four case studies of Irish principals in varying primary elementary school contexts. Findings reveal local contextual features significantly impacted principals' perceptions, actions, and self-efficacy as social justice leaders. While the actions and motivation of the principals is similar, two of the principals, working in school contexts where the values and norms are not consonant with broader society, appear to lack confidence in their practice of social justice leadership. This article extends the existing evidence base by arguing for enhanced critical consciousness of all stakeholders related to the personal, institutional and community contexts in schools. It recommends a more flexible and iterative process of policy development to facilitate a more nuanced understanding of the cultural and ideological struggles in schools. Finally, it calls for governments and policy makers to take responsibility for and support disadvantaged communities as education alone cannot solve the issue of inequity.</p>

Social Justice Leadership, Equity, and the Digital Divide

2020 ◽  
Author(s):  
Anthony H. Normore ◽  
Antonia Issa Lahera
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Knowledge Base ◽  
Digital Divide ◽  
School Leadership ◽  
School Leaders ◽  
Social Progress ◽  
Social Justice Leadership ◽  
Preparation Programs ◽  
Democratic Principles

To commit to Brown v. Board of Education’s legacy of advancing social justice and democracy, it is necessary to look at practices (i.e., the types of discourse, experiences, processes, and structures) that promote the development and support of school leaders committed to social justice, equity, access, and diversity. Leadership preparation programs need to provide the knowledge base for aspiring school leaders to understand how they ought to respond to the changing political, moral, and social landscapes in which they live and work. Of equal importance is the curricular focus on interrelating social justice, democracy, equity, and diversity so that aspiring school leaders can identify practices that explicitly and implicitly deter social progress. Furthermore, these school leaders ought to be able to develop a knowledge base on how to respond to these injustices in their school leadership practices. As leadership development and preparation program personnel prepare new leaders, the discourse of social justice and marginalization is an important objective in the curriculum of preparation programs. Personnel in leadership programs have an opportunity to take part in discourse about how to shape the quality of leaders they produce for the good of society. To this end, researchers offer critical insights into the types of discourse, experiences, processes, and structures that promote the development and support of contemporary principals committed to social justice and democratic principles. Included in the research discussion are the tenets of social justice leadership, democracy, diversity and the digital divide, digital access, and digital equity.

scholarly journals Implementing Multicultural-Social Justice Leadership Strategies When Advocating for the Rights of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Persons

2011 ◽  
Vol 3 (1) ◽  
pp. 44-58 ◽  
Author(s):  
Michael D. Brubaker ◽  
Amney Harper ◽  
Anneliese A. Singh
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Personal Narratives ◽  
Counselor Educators ◽  
Leadership Strategies ◽  
Audience Participation ◽  
Social Justice Leadership ◽  
American Counseling Association ◽  
Action Strategies ◽  
Sociopolitical Climate

This article explores multicultural social justice leadership strategies in advocating with lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) individuals. In the current sociopolitical climate, there is a great need for counselors and counselor educators to become more involved in LGBTQQ advocacy. In response to this need, the authors developed a collaborative content session that was presented at the Multicultural Social Justice Leadership Development Academy at the 2010 American Counseling Association Conference. The session was geared towards increasing the knowledge, awareness, and skills of multicultural social justice leaders who are advocating with LGBTQQ individuals and communities. In this article, the content of the session and the personal narratives of the presenters are reviewed, along with the recommendations and considerations that were discussed. Additionally, audience participation in the session is discussed along with the action strategies that were collaboratively developed as a part of the session.

scholarly journals Continuing and Expanding the Multicultural Social Justice Leadership Conversation: An Introduction to the Special Issue of the Journal for Social Action in Counseling and Psychology on the 2010 Multicultural Social Justice Leadership Development Academy

2012 ◽  
Vol 4 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Anna Wheatley ◽  
Seth T. Christman ◽  
Guerda Nicolas
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Social Action ◽  
Lessons Learned ◽  
Historical Background ◽  
Intergroup Dialogue ◽  
Culturally Appropriate ◽  
Social Justice Leadership ◽  
Community Factors ◽  
Community Dialogue

This paper provides a historical background and review of the literature on intergroup dialogues, with a focus on community-engaged dialogues. The authors illustrate the format, purpose, and community factors involved in the Day of Dialogue (DOD), an intergroup community dialogue series. An expansion of Zúñiga and Nagda’s (2001) stages of intergroup dialogue is used to critically examine dialogue issues and provide a structure for culturally appropriate, community-engaged implementation. Lessons learned from three years of DOD implementation are provided, including the following themes: Balancing process and content, maintaining flexibility, defining roles, identifying biases, identifying/engaging key players, allowing voices to be heard, mindfulness toward environment/structure, and promoting movement towards action. Concrete suggestions to guide future practice around creating effective, culturally appropriate, and community-engaged dialogues, as well as effectively empowering communities and fostering social change, will be discussed.

scholarly journals Baltic Social Justice School Leaders

2021 ◽  
Author(s):  
Jenny S. Tripses ◽  
◽  
Ilze Ivanova ◽  
Jūratė Valuckienė ◽  
Milda Damkuvienė ◽  
...  
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
School Leaders ◽  
School Setting ◽  
Well Being ◽  
The United States ◽  
Solution Processes ◽  
Context Specific ◽  
Development Network

Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.

It’s a Wonderful Life: William H. Teale’s Contributions to Early and Emergent Literacy

2021 ◽  
pp. 238133772110246
Author(s):  
James R. Gavelek ◽  
Taffy E. Raphael
Keyword(s):  
Leadership Development ◽  
Early Literacy ◽  
School Leadership ◽  
Emergent Literacy ◽  
Research Policy ◽  
Policy And Practice ◽  
Literacy Experiences ◽  
Literate Practices ◽  
Children's Literacy ◽  
Literacy Research

We highlight in this essay the significant career contributions of William H. Teale to the field of literacy research, policy, and practice in recognition of his receipt of the 2020 Oscar S. Causey Award. First, we contextualize Professor Teale’s scholarship through personal descriptions of our decades-long collegial relationships with him. We then trace Teale’s early work to the career defining scholarship that led to paradigmatic shifts in early literacy research and practice. We highlight explicitly his consequential coauthored volume Emergent Literacy (Teale & Sulzby, 1986), which redefined literate practice and unlinked it from its conventional print-based onset to instead focus on the emergent literate practices that form the foundation of children’s meaningful engagement as literate beings. In the second half of our essay, we amplify the voices of colleagues across the world who provide testimonials that evidence the far-reaching and indelible impact of Professor Teale’s lifelong scholarship, which examined how to improve children’s literacy experiences through (a) the quality of literature they read, (b) teachers’ access to and interactions with models of high-quality instruction, and (c) school leadership development.

Comparing The Principalship of Madrasah and Sekolah in The Decentralization Era

2016 ◽  
Vol 1 ◽  
pp. 24-35
Author(s):  
Saefudin A Safi'i
Keyword(s):  
Public Sector ◽  
School Leadership ◽  
Policy Development ◽  
Central Government ◽  
Good Governance ◽  
Ground Level ◽  
New Order ◽  
The Public ◽  
Centralized Management ◽  
Decentralization Policy

The downfall of the New Order Regime in 1998 brought about significant change to Indonesia’s public sector.  Law number 22 of 1999, further refined by Law 32 of 2004, provide legal bases for district governments to administer the public sector. The central government also introduces the notion of good governance through the promulgation of various regulations. For Madrasah however, decentralization policy failed to provide clear legal bases as to how it relates to district government. Law 32 of 2004 verse 10 article 3 retains the centralized management by the Ministry of Religious Affairs. This however does not exclude Madrasah from public demand of implementing the principle of good governance. This study analyses the dynamics of principal-ship both in the Sekolah and the Madrasah in the era of decentralization. By comparing two research sites, this study sought to create better understanding about the context by which the organization climate of two different schools are shaped, and how principals and teachers perceives the notion of school leadership in the light of most recent policy development. To do this, interviews were undertaken and questionnaire-based data collection was also conducted. The study found that in the ground level implementation of decentralization policy, Sekolah developed more rigorous leadership compared to that in the Madrasah. This research recommends the adoption of stronger regulation regarding principal-ship of Madrasahs in order to create an environment that is more in tune with the spirit of public service reforms.

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