Intersectionality

2022 ◽  
pp. 90-123
Author(s):  
Amber Tackett
Keyword(s):  
Social Justice ◽  
Public Schools ◽  
Critical Consciousness ◽  
School Administrators ◽  
Educational Leaders ◽  
Predictor Variables ◽  
Predictive Equation ◽  
Social Justice Leadership ◽  
Appalachian Kentucky ◽  
Women Educational Leaders

Women continue to be underrepresented as P-12 school administrators, and this marginalization is more conspicuous in Appalachian Kentucky public schools. This chapter presents a review of extant scholarship on the intersectionality of the focus population as women, educational leaders, and residents of Appalachia Kentucky. The critical consciousness of administrators was examined in both male and female participants. Personal and school predictor variables served as additional variables in the prediction model to better understand the context of the participants. Comparisons of means and multiple regression analysis were utilized to potentially create predictive equation of social justice leadership propensity of school administrators and to determine differences between gender and if personal and school predictor variables had any effect on the critical consciousness of the sample. This chapter reveals the importance of context, intersectionality, and need for more inclusive quantitative instruments for the study of social justice leadership.

A socio-ecological framework of social justice leadership in education

2014 ◽  
Vol 52 (3) ◽  
pp. 282-309 ◽  
Author(s):  
Izhak Berkovich
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Social Transformation ◽  
Design Methodology ◽  
Educational Leaders ◽  
Ecological Perspective ◽  
Political Agenda ◽  
Ecological Framework ◽  
Social Justice Leadership ◽  
Content Type

Purpose – The purpose of this paper is to present the gap between conceptualizations of social injustices and the desired social transformation that addresses multiple social subsystems and levels on one hand, and social justice leadership that addresses intra-school efforts on the other. The paper aims to expand the conceptualization of social justice leadership and tie it together with concepts of activism and social change. Design/methodology/approach – The paper adopts a socio-ecological perspective. It reviews works about social justice leadership in education, activism, and social change to present the notion that in light of existing social justice barriers educational leaders should serve as activists in schools and in the community and policy areas. Findings – The paper presents a macro framework, focussing on individual leaders in the field and on the consolidation of intentions, actions, and outcomes in a manner necessary for using social justice as an effective socio-political agenda in a socio-ecological system. Originality/value – The paper presents a conceptual framework which can enable practitioners and researchers to better understand social justice efforts.

Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy

2016 ◽  
Vol 32 (3) ◽  
pp. 395-422 ◽  
Author(s):  
Sharon I. Radd ◽  
Tanetha J. Grosland
Keyword(s):  
Social Justice ◽  
Policy Making ◽  
Large Scale ◽  
Critical Consciousness ◽  
Active Engagement ◽  
Social Justice Leadership ◽  
Discursive Practices ◽  
Racial Literacy ◽  
K 12 ◽  
The U.S

Policy making can be viewed as a large-scale attempt at social justice leadership intended to address vast inequities that persist and are perpetuated in the U.S. K-12 education system. The study examines the text of the Minnesota Desegregation Rule to discern its underlying discourses as they relate to race, racism, and social justice. The findings highlight discursive practices that undermine social justice progress and antiracist efforts, demonstrating how well-intended social justice efforts can go awry without active engagement of critical lenses. The article argues that critical consciousness and racial literacy are essential in social justice and antiracist policy making and educational leadership.

Leveraging Women’s Leadership Talent to Promote a Social Justice Agenda in Ethiopian Schools

2021 ◽  
Vol 123 (8) ◽  
pp. 176-201
Author(s):  
Abebayehu Aemero Tekleselassie ◽  
Virginia Roach
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Gender Equity ◽  
Phenomenological Study ◽  
Sense Of Self ◽  
Educational Leaders ◽  
Structured Interviews ◽  
Leadership Positions ◽  
Male Dominated ◽  
Women Educational Leaders

Background: Research that identifies and celebrates the positive attributes of women educational leaders advancing a social justice agenda in traditionally male-dominated, Sub-Saharan African (SSA) societies is sparse. Studying female educational leadership in SSA conceptually brings to the fore issues associated with the intersectionality of gender, leadership, pervasive abject poverty, and cultural mores from a critical theory lens that runs counter to the White, western, male conceptions of leadership underlying much of the existing literature in the field. Purpose: With a focus on Ethiopia, we sought to understand the way in which women educational leaders, as traditionally oppressed groups in a patriarchal society, utilize their past marginalization as they advance a social justice agenda to promote educational opportunities for traditionally underserved students, particularly females. Research Design: Using transformative leadership as our theoretical lens and semi-structured interviews as our methodology, we conducted a grounded phenomenological study of eight Ethiopian women who were in educational leadership positions ranging from assistant principal to regional supervisors. We recruited the women leaders through direct contact, reputational nomination, and leadership positions they held. Findings/Results: Our findings paint a portrait of these female leaders as tenacious and determined, with a strong sense of self-agency and moral courage, whose identities are born out of their humble beginning and multi-focal understanding of issues from being female, from poor communities, submersed in male-dominated culture. These identities drove the participants to work towards emancipatory policies to acknowledge and intervene in “power differences” that directly influence school performance for girls and women in Ethiopia. Conclusions/Recommendations: Increasing workforce diversity with respect to gender, recasting leadership preparation programs as equity-oriented institutions, and addressing key public policies to support women in leadership positions are foundational recommendations that can lead to gender equity in education in Ethiopia.

Auditing Inequity

2016 ◽  
Vol 49 (2) ◽  
pp. 203-228 ◽  
Author(s):  
Frank Hernandez ◽  
Joanne Marshall
Keyword(s):  
Social Justice ◽  
Educational Leaders ◽  
Social Justice Leadership ◽  
Implementation Plan ◽  
Race Ethnicity ◽  
Written Assignments ◽  
Do So

While much has been written about preparing educational leaders to lead for social justice, much less has been written about how to do so. This study is one of the first to analyze the reflections and written assignments of aspiring administrators to determine what they are currently thinking about poverty, race/ethnicity, and social justice leadership and how that thinking is shaped throughout one course. Results indicate that students were variable in their individual reflections, but that assignments, which required them to analyze the inequities in their schools and develop an implementation plan, led all of these aspiring administrators to seek to redress those inequities. The article discusses implications for other programs, which prepare educational leaders.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

The Cheerleaders’ Mock Execution

2011 ◽  
Vol 14 (4) ◽  
pp. 1-9
Author(s):  
Laura Trujillo-Jenks
Keyword(s):  
Public Schools ◽  
Free Speech ◽  
Hate Speech ◽  
School Administrators ◽  
Codes Of Conduct ◽  
Code Of Conduct ◽  
Case Law ◽  
Student Speech ◽  
New Principal ◽  
Culture And Climate

The fervor of student speech is demonstrated through different mediums and venues in public schools. In this case, a new principal encounters the mores of a community that believes in free speech, specifically student free speech. When a pep rally becomes a venue for hate speech, terroristic threats, and profanity, the student code of conduct could become the principal’s best weapon. This case explores case law, codes of conduct, organizational culture and climate, and leadership in the context of a controversial cheerleader sketch at a pep rally. A brief literature review can be found in the teaching notes with suggestions for current and future school administrators.

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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