scholarly journals Dealing with resistant teachers while maintaining the vision: How novice social justice leaders “do” instructional leadership

2010 ◽  
Vol 2 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Colette Cann ◽  
Janette Hernandez
Keyword(s):  
Social Justice ◽  
Instructional Leadership ◽  
Urban Schools ◽  
Classroom Instruction ◽  
Transformative Leadership ◽  
Theoretical Framework ◽  
Relationship Building ◽  
Support Program ◽  
Leadership Support ◽  
Instruction Leadership

This research examines how novice social justice leaders provide instructional leadership to underperforming, resistant teachers in urban schools. Using a critical race theoretical framework, we analyze seventy-five oral stories told by novice leaders during a leadership support program. We find that these leaders, limited in their repertoire of strategies and motivated to quickly improve the classroom experiences of their youth, define instructional leadership as monitoring and “evaluating out” teachers who do not meet their expectations for instruction. Such instructional leadership results in what we term “hyper-bureaucratized” actions and a lack of emphasis on relationship building with teachers. This compromised conception of instruction leadership, though, allows them to continue to advocate for students even when their own lack of experience impedes their ability to support underperforming teachers to improve classroom instruction. Thus, novice social justice leaders are buoyed in their work and commitment to transformative leadership, even as they struggle to support underperforming teachers.

Social justice consciousness: Theoretical framework and training implications

2014 ◽  
Author(s):  
Nicholas A. Oleen-Junk ◽  
Stephen M. Quintana ◽  
Julia Z. Benjamin
Keyword(s):  
Social Justice ◽  
Theoretical Framework ◽  
And Training

scholarly journals Social Media for Social Justice in Adult Education: A Critical Theoretical Framework

2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Erin Careless
Keyword(s):  
Social Media ◽  
Social Justice ◽  
Adult Education ◽  
Theoretical Framework ◽  
Future Research ◽  
Digital World ◽  
Future Research Project ◽  
Use Of Social Media ◽  
Digital Engagement ◽  
Network Form

Social media as a communicative forum is relatively new, having been around for only ten years. However, this form of digital engagement has revolutionized the way many people interact, network, form relationships, learn, generate and share knowledge. As a noncentralized tool for communication, social media may provide space for critical discourse around issues of social justice, as discussion can be global in scope and is controlled by users themselves. This paper outlines a critical theoretical framework through which to explore the use of social media in adult education to foster such critical and social justice-themed discourse. Drawing upon five critical theorists and their work, this framework sets the stage for a future research project – one that is significant for this increasingly digital world in which we live.

scholarly journals Professional Image, Anger Management and Instructional Leadership of Non-Sectarian School Administrators

10.17158/485 ◽  
2016 ◽  
Vol 19 (1) ◽  
Author(s):  
Nelia R. Pacaña
Keyword(s):  
Instructional Leadership ◽  
Anger Management ◽  
School Administrators ◽  
Correlation Method ◽  
College Faculty ◽  
School Year ◽  
Validated Questionnaire ◽  
Professional Image ◽  
Instruction Leadership ◽  
Gathering Data

<p>The goal of this study was to determine whether professional image and anger management significantly influence instructional leadership of nonsectarian school administrators. It used descriptive-correlation method employing a validated questionnaire in gathering data. It was conducted to 101 college faculty of non-sectarian selected colleges in Region XI School Year 2009-2010. Random sampling was utilized in this study. The statistical tools used, percentage, Pearson r, and multiple regression. The findings revealed that the level of professional image of school administrators is moderately positive. The level of anger management of school administrators is moderately managed. The level of instructional leadership of school administrators is sometimes manifested. Professional image is significantly related to instructional leadership. Anger management is significantly related to instructional leadership. Professional image and anger management have significant influence to instructional leadership of school administrators.</p><p><br /><strong>Keywords:</strong> Professional image, anger management, instruction, leadership, Region XI, Davao City, Philippines.</p>

Using Social-Situational Learning to Create Career Pathways Into Community College Leadership

2021 ◽  
pp. 564-584
Author(s):  
Elena Sandoval-Lucero ◽  
Libby A. Klingsmith ◽  
Ryan Evely Gildersleeve
Keyword(s):  
Community College ◽  
Social Justice ◽  
Student Development ◽  
Transformational Change ◽  
Transformative Leadership ◽  
Community College Leadership ◽  
Graduate Assistant ◽  
College Leadership ◽  
Inclusive Excellence ◽  
Situational Learning

This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.

scholarly journals To Be or Not to Be: Social Justice in Networked Learning

2019 ◽  
Vol 9 (4) ◽  
pp. 261
Author(s):  
Öztok
Keyword(s):  
Social Justice ◽  
Social Presence ◽  
Group Work ◽  
Theoretical Framework ◽  
Networked Learning ◽  
Learning Practices ◽  
Online Spaces ◽  
Made In

The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.

The Discipline Gatekeeper: Assistant Principals’ Experiences With Managing School Discipline in Urban Middle Schools

2020 ◽  
pp. 004208592090891
Author(s):  
John A. Williams ◽  
Chance Lewis ◽  
Tehia Starker Glass ◽  
Bettie R. Butler ◽  
Jae Hoon Lim
Keyword(s):  
African American ◽  
Middle Schools ◽  
Urban Schools ◽  
Assistant Principals ◽  
African American Students ◽  
School Discipline ◽  
Theoretical Framework ◽  
Critical Race ◽  
Urban Middle Schools ◽  
American Students

School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle schools to ascertain how they addressed issues of race amid applying school discipline interventions for African American students. The findings are analyzed and discussed through a critical race theoretical framework.

Stories, emotions, partnerships and the quest for stable relationships in the Greenlandic mining sector

Polar Record ◽  
2020 ◽  
Vol 56 ◽  
Author(s):  
Lill Rastad Bjørst
Keyword(s):  
Mining Industry ◽  
Theoretical Framework ◽  
Relationship Building ◽  
Special Focus ◽  
Current Position ◽  
Mining Sector ◽  
Emotional Labour ◽  
The Past ◽  
Economic Basis ◽  
New Development

Abstract This study aims to understand the emotional labour and relationship building in connection to the expected mining industry in Greenland. Greenland mining is often portrayed as something that could create an economic basis for national independence which makes politicians curious about what a potential “partnership” could make possible. Envisioning future relationships (in debates about mining in Greenland) also set the framework for reinterpretation and redefinition of the past, to give meaning to promised new development; hence, this kind of future-making tends to be contested. The analysis centres around stories of what could be (if Greenland really was a place of mining), and the theoretical framework makes use of Ahmed’s and Wetherell’s interpretations of affective economies. Thus the study discusses emotional labour with a special focus on partnership, emotions and filtration, while visiting affective scenes and sites related to the mining of Greenland’s minerals. Greenland’s current position as a state in formation, while still reconciling with experiences from the past, affects relationship building, the openness to flirtation, and sometimes creates conflicts and hieratical structures between the potential partners to be.

scholarly journals Transformative Leadership Approaches to Inclusion, Equity, and Social Justice

2019 ◽  
Vol 30 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Carolyn M. Shields ◽  
Kristina A. Hesbol
Keyword(s):  
Social Justice ◽  
School District ◽  
School Leaders ◽  
Rocky Mountain ◽  
Urban School ◽  
Transformative Leadership ◽  
Education For All ◽  
Urban School District ◽  
Beliefs And Practices ◽  
Mountain West

The purpose of this article is to examine the leadership beliefs and practices of three school leaders in a large urban school district in the Rocky Mountain West to determine whether any are consistent with transformative leadership. We sought to (a) describe the challenges faced by these school leaders in addressing the needs of changing populations, (b) understand the ways in which these educators conceptualize an equitable education for all, and (c) identify the inclusive practices that they implement to ensure a socially-just education for all. This study used a transformative, multiple case study to understand the beliefs and practices of three school leaders. Data were collected for this study at one elementary, one middle, and one high school in the same urban school district. We used transformative leadership theory as a conceptual framework to guide the data collection and analysis, focusing explicitly on inclusion, equity, excellence, and social justice. The findings demonstrate how leaders exercise equitable, socially just leadership to create welcoming, inclusive schools where all students, including those who are minoritized or economically disadvantaged, feel affirmed, respected, and academically challenged. An important major challenge that emerged was the need for alignment of district goals and practices with those of school leaders. We conclude with a call to school leaders to disrupt inequitable school cultures and work in transformative ways.

Teaching, Learning, and Curriculum Content

2012 ◽  
pp. 440-459
Author(s):  
Chris Philpott ◽  
Ruth Wright
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Theoretical Framework ◽  
Music Teaching ◽  
Curriculum Content ◽  
Music Classroom ◽  
Basil Bernstein ◽  
Curriculum Models ◽  
Democratic Rights ◽  
Teaching Learning

This article, which addresses the interfaces between learning, teaching, and curriculum in classroom music teaching, presents a theoretical framework drawn from the work of the British sociologist Basil Bernstein that allows for the analysis of different curriculum and pedagogic models in music education. To elaborate on this, a number of different curriculum models are presented and analyzed. Finally, the article shares some thoughts concerning future music curricula, based on Bernstein's principles of democratic rights in education, which focus on the possibility of promoting social justice in the music classroom.

Sign in / Sign up

Export Citation Format

Share Document