scholarly journals Transforming Educational Leadership Preparation: Starting with Ourselves

2016 ◽  
Author(s):  
Patricia Guerra ◽  
Barbara Pazey
Keyword(s):  
Social Justice ◽  
Lived Experiences ◽  
Life Histories ◽  
Leadership Preparation ◽  
Faculty Members ◽  
Deficit Thinking ◽  
Leadership Programs ◽  
Values And Beliefs ◽  
Educational Leadership Preparation ◽  
Do So

To lead for social justice, scholars have maintained aspiring leaders should examine their own values and beliefs that dictate, to a great extent, their day-to-day decision-making and responsibilities. To do so requires faculty to examine themselves before they can prepare leaders for social justice. The purpose of this paper is to engage others with similar interests toward creating and/or improving programs designed to prepare leaders for social justice. Serving as a source of data and method of analysis, this duoethnography chronicles the life histories of two faculty members working in different leadership programs to reveal how their understanding of diversity and social justice has been formed over the course of their lives. Sharing stories, they dialogically critiqued and questioned each other, challenging one another to reconceptualize beliefs and meanings about their lived experiences. Duoethnography has the potential to transform faculty’s conceptions of diversity and social justice as well as promote empathy, compassion and understanding. When trust is established, faculty can take risks, ask tough questions, reveal vulnerabilities, exchange uncensored comments, and challenge deficit thinking. Duoethnography can be a valuable tool for faculty development. The authors question, however, whether faculty would be willing to employ duoethnography to explore their beliefs about diversity and increase their knowledge of social justice. Due to a perceived lack of trust, power differences, fear of uncovering biases, engaging in conflict, and/or denial of tenure and promotion, they question whether faculty would be willing to engage in this methodology.

Promoting Social Justice and Caring in Schools and Communities: The Unrealized Potential of the Cohort Model

2001 ◽  
Vol 11 (4) ◽  
pp. 313-334 ◽  
Author(s):  
Raymond A. Horn
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Instructional Methods ◽  
Educational Leaders ◽  
Organizational Structures ◽  
Leadership Preparation ◽  
Cohort Model ◽  
Preparation Programs ◽  
Administrative Practices ◽  
Educational Leadership Preparation

The problem of the efficacy of educational leadership as a promoter of just and caring change in schools and communities is explored in the context of educational leadership preparation practices. An exploration of this problem is based on the premise that despite the use of innovative instructional methods, in most cases current preparation programs merely reproduce the use of modernistic administrative practices and organizational structures. Here, the cohort model is identified as a means to promote just, caring, and relevant educational leadership. After a review of the benefits, drawbacks, and the nature of the use of cohorts in leadership preparation programs, a cohort structure is examined that will prepare educational leaders who are able to promote just and caring change in our postmodern communities.

Professing Educational Leadership: Conceptions of Power

2002 ◽  
Vol 12 (6) ◽  
pp. 693-720 ◽  
Author(s):  
C. Cryss Brunner
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Educational Leadership ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
School Settings ◽  
Educational Leadership Preparation Programs ◽  
The Relationship ◽  
Educational Leadership Preparation

This article focuses on power, its conception, and its enactment during decision making. Its purpose is to lay the groundwork for the intentional infusion into educational leadership preparation programs of classroom experiences that develop, encourage, and support leaders who attend to social justice issues while making decisions related to children. The article begins with a discussion of two modern conceptions of power and a mixed version of the two, followed by an exploration of the relationship between conceptions of power and the enactment of power in decision making. The second part of the article is in the form of a case that has been designed to draw attention to some of the difficulties administrators encounter when they try to understand and use power with others rather than over others. The case study is based on actual events that have occurred in public school settings. The final part of the article contains a self-reflective experience designed to facilitate the exploration of an individual's conceptualization of the term power.

Inadvertent Exemplars: Life History Portraits of Two Socially Just Principals

2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan
Keyword(s):  
Social Justice ◽  
Life History ◽  
Elementary Schools ◽  
Middle Class ◽  
Life Histories ◽  
Public Elementary Schools ◽  
White Middle Class ◽  
English Speaking ◽  
Native English Speaking

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.

Development of an Equity, Diversity, Inclusion, and Anti-racism Pledge as the Foundation for Action in an Academic Department of Neurology

Neurology ◽  
2021 ◽  
Vol 97 (15) ◽  
pp. 729-736 ◽  
Author(s):  
Gillian L. Gordon Perue ◽  
Susan E. Fox-Rosellini ◽  
Nicole B. Sur ◽  
Erika Marulanda-Londono ◽  
Jason Margolesky ◽  
...  
Keyword(s):  
Law Enforcement ◽  
Lived Experiences ◽  
Personal Development ◽  
Socioeconomic Inequality ◽  
Well Being ◽  
Faculty Members ◽  
Systemic Racism ◽  
National Conversation ◽  
The Impact ◽  
Grand Rounds

Recent racial inequities as illustrated by the health disparities in COVID-19 infections and deaths, the recent killings of Black men and women by law enforcement, and the widening socioeconomic inequality and have brought systemic racism into a national conversation. These unprecedented times may have deleterious consequences, increasing stress, and trauma for many members of the neurology workforce. The Equity, Diversity, Inclusion and Anti-Racism Committee within our Department of Neurology provides infrastructure and guidance to foster a culture of belonging and addresses the well-being of faculty, staff, and trainees. Here, we present the creation and implementation of our Equity, Diversity, Inclusion, and Anti-Racism (EDIA) Pledge, which was central to our committee's response to these unprecedented times. We outline the process of developing this unique EDIA Pledge and provide a roadmap for approaching these important topics through a Continuing Medical Education Neurology Grand Rounds aimed at fostering a diverse, inclusive, equitable, and antiracist work environment. Through the lived experiences of 4 faculty members, we identify the impact of bias and microaggressions and encourage allyship and personal development for cultural intelligence. We hope that these efforts will inspire neurology departments and other academic institutions across the globe to make a similar pledge.

scholarly journals Preparing School Leaders to Interrupt Racism at Various Levels in Educational Systems

2015 ◽  
Vol 17 (1) ◽  
pp. 121 ◽  
Author(s):  
Christa Boske
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
Social Equity ◽  
Leadership Preparation ◽  
Institutional Racism ◽  
Educational Systems ◽  
Disparate Impact ◽  
School Communities ◽  
Reflective Process ◽  
Educational Leadership Preparation

This narrative inquiry seeks to advance the field of educational leadership preparation by exploring ways to interrupt personal, interpersonal, and institutional racism through the senses-ways in which people perceive their experiences and relation to others. Findings suggest that participants engage in actions aligned with revelations from their reflective process and utilize their positions as a lever to address racism at various levels within educational systems. Participants utilized their transformed storied selves to challenge the disparate impact of power and privilege on educational and social equity within school communities.

Problem-Based Learning in Educational Administration: Enhancing Learning Transfer

1998 ◽  
Vol 8 (3) ◽  
pp. 280-302 ◽  
Author(s):  
Paula A. Cordeiro
Keyword(s):  
Learning Strategies ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Leadership Preparation ◽  
Contextual Knowledge ◽  
Preparation Programs ◽  
Group Problem Solving ◽  
Teaching And Learning Strategies ◽  
Educational Leadership Preparation

This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL afford students opportunities to learn all three types of knowledge. Two examples capturing the process of how PBL can be used are offered.

Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills

2011 ◽  
Vol 6 (5) ◽  
pp. 234-249 ◽  
Author(s):  
Jennifer Friend ◽  
April Adams ◽  
George Curry
Keyword(s):  
Educational Leadership ◽  
Kansas City ◽  
Public Speaking ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
District Leaders ◽  
University Of Missouri ◽  
Breaking News ◽  
The University ◽  
Educational Leadership Preparation

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several applications of advanced technologies, including one-on-one video simulations with the instructor and collaborative peer review of video portfolios. Finally, the authors provide links to multimedia examples of these digital artifacts from an advanced educational leadership course, titled Effective Practices: Media, Government & Public Communications, offered at the University of Missouri-Kansas City.

Enhancing Response Ability: Dietetics as a Vehicle for Social Justice—A Primer

2021 ◽  
Vol 82 (4) ◽  
pp. 159-166
Author(s):  
Jennifer Brady ◽  
Tanya L’heureux
Keyword(s):  
Social Justice ◽  
Well Being ◽  
Dietetic Education ◽  
Collective Response ◽  
Critical Reflexivity ◽  
The Social ◽  
Health And Well Being ◽  
Do So ◽  
Lack Of Knowledge

Recent world events have shone a spotlight on the social and structural injustices that impact the lives, health, and well-being of individuals and communities under threat. Dietitians should be well positioned to play a role in redressing injustice through their individual and collective “response abilities”, that is, the combination of responsibility for and ability to be responsive to such injustices due to the varying privilege and power that dietitians have. However, recent research shows that dietitians report a lack of knowledge, skill, and confidence to take on such roles, and that dietetic education includes little knowledge- or skill-based learning that might prepare dietitians to do so. This primer aims to introduce readers to concepts that are fundamental to socially just dietetics practice, including privilege, structural competence, critical reflexivity, critical humility, and critical praxis. We assert that when implemented into practice and used to inform advocacy and activism these concepts enhance dietitians’ individual and collective response ability to redress injustice.

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