Community Building in Social Justice Work: A Critical Approach

Bettez, Silvia Cristina; Hytten, Kathy

doi:10.1080/00131946.2012.749478

Cited by 34 publications

(25 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Joining Strom and Martin (2017, p. 4) who stressed the need to "engage in new modes and thought," scholars including Bettez and Hytten (2013), Furman (2012) along with Murray-Johnson and Guerra (2018) have called administrator training for social justice into question and have indicated that it needs to be less theoretical and better able to address needs in schools. Investigation into specific skill areas including critical thinking, conflict resolution and even hiring educators better suited to deal with change (Hughes, 2014;Laura, 2018;Strom & Martin, 2017;and Theoharis, 2008) has been suggested, with results reported in this article revealing a lack of coverage by leadership programs.…”

Section: Discussionmentioning

confidence: 99%

Mentoring School Leaders through Cultural Conflict

Hughes¹

2019

REAL

View full text Add to dashboard Cite

Article Info This article advances compelling information about deficits in training for inclusive school leaders, and presents viewpoints along with options intended to help support their efforts to lead others through cultural challenges and conflicts. It asserts that social justice on a whole and related values and norms have increasingly been caught up in added complexity and challenge that inclusive leaders may not have been prepared to lead through. The article also presents a rationale and supporting data for better developing overlooked administrator abilities. Finally, noting a lack of currently available resources to expedite training and foster important growth in key skill areas, this article ultimately advocates for expanded informal but qualified mentoring support being offered to inclusive school administrators.

show abstract

Section: Discussionmentioning

confidence: 99%

Mentoring School Leaders through Cultural Conflict

Hughes¹

2019

REAL

View full text Add to dashboard Cite

show abstract

“…Fairly recently the literature has referenced the need for added skills to deal with the challenges surrounding social justice. Bettez and Hytten (2013) articulated the need for developing critical thinking abilities and problem-solving abilities. In addition, Laura (2018) and Theoharis (2008) tied into the need to hire more effectively.…”

Section: Missing Skillsmentioning

confidence: 99%

Untitled

2019

REAL

View full text Add to dashboard Cite

Brooks (2008) argues that, 'Justice is both an abstract "big" idea and also a concrete "little" idea' (p. 8) and is understood as a process or a way of "ethical living" in a diverse society' (Furman & Shields, 2003, p. 1358). Social justice then is "where all members of a society, regardless of background or procedural justice, have basic human rights and equal access to the benefits of their society" (Hemphill, 2015, p. 2). Educational leadership for social justice is leadership that ensures fairness in rights and access to the educational benefits of one's society. However, the processes and systems for ensuring fairness are open to various interpretations, are influenced by leaders' conception of social justice and may be seen as complex and contextualized endeavors (Arar, Ogden, & Beycioglu, 2019). Consequently, educational leadership for social justice is a bold undertaking. Educational leadership for social justice assumes that those who are assigned formal leadership roles pay attention to issues of equity and ensure that the power that resides within the social structures of education are more responsive to the rights of citizens (Miller, Roofe, & García Carmona, 2019). As stated by Theoharis (2007), at the heart of educational leadership for social justice are leaders who "…. advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing condition" (p. 223). Furthermore, Corbett (1976) notes that in order to do justice one cannot work alone, one needs a community approach. This community approach involves all education stakeholders giving attention to issues of equity and fairness in how policy is designed, how educational leaders practice leadership and the types of partnership relationships that are formed and leveraged among stakeholders to support leading for social justice. The papers in this special issue lead us to examine a range of issues associated with two broad areas of educational leadership for

show abstract

“…This study also reinforced the need to conceptualize context(s) as interwoven and interacting. In particular, the study showcased that context isn't simply the setting that social justice leaders are contrasted against; context is an important and influential factor that must be seriously taken into consideration so social justice leadership can be understood in a more meaningful way (Bettez & Hytten, 2013;Bogotch, 2000;DeMatthews, 2016;Hallinger, 2016).…”

Section: Conclusion and Future Researchmentioning

confidence: 99%

“…Educational leadership and social justice have been bound together and interwoven with issues of diversity, equity, democracy, and injustice (Bogotch, 2000;Bruner, 2008;Cribb &Gewirtz, 2003;Dantley &Tillman, 2006, Theoharis, 2007. Furthermore, researchers have stressed that social justice leadership must be grounded within the context in which it is enacted to be fully understood (Bettez & Hytten, 2013;Bogotch, 2000;DeMatthews, 2016).…”

Section: On Social Justice Leadershipmentioning

confidence: 99%