Democratic School Leaders: Defining Ethical Leadership in a Standardized Context

Abstract

The purpose of this article is to learn from active educational leaders engaged in the practice of democratic, ethical leadership. In this article, we share findings of a qualitative study that used narrative inquiry to examine the stories of eight educational leaders. We discuss three themes arising from the participants’ narratives that define ethical, democratic leadership: understanding ethical sensitivities and personal narratives; actions that leaders engage in to support their democratic, ethical beliefs; and balancing ethical, democratic responsibility and standardized accountability. From these themes, we offer suggestions to expand leadership preparation, research, and practice.

Social Justice Leadership as Praxis

“…For example, Theoharis (2008) explored the motivations and leadership traits of school principals who self-identified as social justice advocates in seven urban schools in the Midwest and identified their common leadership traits: a sense of “arrogant humility,” passion about their work in schools, and a “tenacious” commitment to social justice. Theoharis’ case study and the others that I was able to identify in the literature (Brooks, Jean-Marie, Normore, & Hodgins, 2007; Cooper, 2009; Gerstl-Pepin & Aiken, 2009; Giles, Johnson, Brooks, & Jacobson, 2005; Goldfarb & Grinberg, 2002; Jansen, 2006; Jean-Marie, 2008; Kose, 2007; López, González, & Fierro, 2010; Merchant & Shoho, 2010; Riester, Pursch, & Skrla, 2002; Theoharis, 2007b; Wasonga, 2009) are summarized in the appendix.…”

“…To function as transformative, activist change agents in challenging contexts, school leaders need to be deeply committed to a social justice agenda and “stubbornly persistent” in their efforts (Scheurich & Skrla, 2003). Commitment and persistence surface frequently in case studies as traits of social justice leaders (Gerstl-Pepin & Aiken, 2009; Giles et al, 2005; Jansen, 2006; Merchant & Shoho, 2010; Riester et al, 2002; Theoharis, 2008). For example, Jansen (2006) notes the “uncharacteristic courage” of principals leading for social justice in a challenging South African context.…”

“…Inclusive and Democratic. To address social justice and marginalization issues, educational leaders work to create more inclusive practices within their schools (Cooper, 2009;Gerstl-Pepin & Aiken, 2009;Giles et al, 2005;Goldfarb & Grinberg, 2002;López et al, 2010;Merchant & Shoho, 2010;Riehl, 2000;Riester et al, 2002;Ryan, 2006;Theoharis & Causton-Theoharis, 2008;Wasonga, 2009). In fact, inclusion is often considered to be synonymous with social justice outcomes.…”

Social Justice Leadership and Inclusion

“…Theoretical and prescriptive writings describe theories of action for school leaders (Jansen, 2006), but empirical research focused on how principals enact social justice leadership is relatively new and still emerging (Furman, 2012; Theoharis, 2007). Existing empirical research has primarily explored principal experiences in leading inclusive and culturally relevant reforms (Jansen, 2006; Lopez, González, & Fierro, 2010), principal responses to cultural change and diversity (Cooper, 2009), the nature and history of commitments to social justice (Merchant & Shoho, 2010), challenges faced while leading for social justice (Gerstl-Pepin & Aiken, 2009; Theoharis, 2007), ways principals provided training and support for social justice work (Jean-Marie, 2008; Kose, 2007), and how principals leading for social justice interacted with various stakeholders (Goldfarb & Grinberg, 2002). This small body of research reveals themes connected to leadership traits, orientations, and actions (Furman, 2012).…”

“…(Furman, 2012; Jansen, 2006). Since school leaders confront tremendous resistance and pressure as they attempt to transform their schools (Theoharis, 2007), persistence and commitment become key characteristics or traits of social justice leadership (Gerstl-Pepin & Aiken, 2009; Theoharis, 2007). A willingness to take personal and professional risks in the name of social justice becomes evident as stakes increase and resistance mounts (Jansen, 2006).…”