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 Social Justice Counseling and Advocacy: Developing New Leadership Roles and Competencies

2011 ◽  
Vol 3 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Judith A. Lewis ◽  
Manivong J. Ratts ◽  
Derrick A. Paladino ◽  
Rebecca L. Toporek
Keyword(s):  
Social Justice ◽  
Social Action ◽  
Leadership Roles ◽  
Social Justice Leadership ◽  
Leadership Academy ◽  
American Counseling Association ◽  
Public Arena ◽  
Wide Range

The fusion of scholarship and activism represents an opportunity to reflect on ways in which counselors and psychologists can begin to address the multilevel context faced by clients and client communities. Counselors and psychologists have embraced, and sometimes resisted, the wide range of roles including that of advocate and activist. This article reflects on a process that engaged workshop participants in examining the American Counseling Association Advocacy Competencies and exploring the possibilities of advocacy on behalf of their own clients. Further, the article presents recommendations for actions developed by participants through application of workshop principles regarding social action in the larger public arena. The workshop was a part of the National Multicultural and Social Justice Leadership Academy in 2010.

scholarly journals Implementing Multicultural Social Justice Strategies in Counselor Education Training Programs

2011 ◽  
Vol 3 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Fred Bemak ◽  
Regine M. Talleyrand ◽  
Hollie Jones ◽  
Jewelle Daquin
Keyword(s):  
Social Justice ◽  
Counselor Education ◽  
Training Program ◽  
Counselor Training ◽  
Development Program ◽  
Leadership Strategies ◽  
Social Justice Leadership ◽  
Psychology Programs ◽  
Counselor Training Program ◽  
The Impact

This article is based on the presentation on implementing multicultural social justice leadership strategies in counselor education programs. The George Mason University’s Counseling and Development Program was used as an example to illustrate how to successfully infuse multicultural social justice values into an entire graduate counselor training program. The article is written from two perspectives: 1) faculty’s discussion on the development and establishment of a multicultural social justice counseling program, and 2) current and past students’ viewpoints of the impact of the multicultural social justice training program on their personal and professional lives. Recommendations are also suggested to assist counseling and psychology programs on the implementation of multicultural social justice leadership strategies.

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 Critical Social Justice Leadership: Putting “Community” Back in Community College

2015 ◽  
Vol 5 (1) ◽  
pp. 37-50
Author(s):  
Diane E. Carlson
Keyword(s):  
Community College ◽  
Social Justice ◽  
Community Colleges ◽  
Student Success ◽  
Leadership Strategies ◽  
Social Justice Leadership ◽  
College Leaders ◽  
Positive Correlations ◽  
College Work ◽  
Critical Social

This article proposes that connecting to and understand-ing the experiences of the communities and students served must become a priority of community college work at all levels. Findings add to the understanding of social justice issues in relation to community colleges and include medium-high to high positive correlations between accuracy of knowledge of social justice issues impacting students and communities and the valuing of social justice practices. These strategies culminate in what the author calls a new model of leadership: Criti-cal Social Justice Leadership (CSJL). Recommendations include stronger social justice training for leaders in edu-cational leadership programs and Boards of Trustees, the incorporation of social justice understandings into accreditation standards, as well as the collection of broader and deeper data to more fully understand and address student outcomes. Through an examination of litera-ture and data from interviews with ten California com-munity college leaders, this article explores the rhetoric of achievement (and now student success) in relation to social justice realities and community college leadership. The article then shifts to exploring the Critical Social Jus-tice Leadership model as a way to illuminate the connec-tion between the systemic social justice realities impact-ing the communities served by community colleges and the kinds of leadership strategies that might more thor-oughly and effectively address issues relating to student success.

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 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 and Family Engagement

2016 ◽  
Vol 52 (5) ◽  
pp. 754-792 ◽  
Author(s):  
David E. DeMatthews ◽  
D. Brent Edwards ◽  
Rodolfo Rincones
Keyword(s):  
Social Justice ◽  
Family Engagement ◽  
Well Being ◽  
Future Research ◽  
Research Approach ◽  
Social Justice Leadership ◽  
Administrator Preparation ◽  
Preparation Programs ◽  
The Status ◽  
Administrator Preparation Programs

Research Approach: This in-depth qualitative case study explores one school leader’s enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world’s most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and well-being. Consequently, the leader’s focus shifted toward meaningful family engagement through adult education, community advocacy, and critical questioning of the status quo. Implications: Implications for future research, theory, and administrator preparation programs are presented at the conclusion of the article.

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