Expanding the Landscape of Social Justice: A Critical Ecological Analysis

Abstract

The social justice discourse in education has been critiqued by Bowers and others for its lack of attention to a broad range of related ecological issues. This article analyzes and critiques the current discourse of social justice in the field of educational leadership and offers an expanded concept of socioecological justice in schools. Arguing that pedagogy is a critical vehicle for addressing socioecological justice, the authors develop a model for a critical pedagogy of place and describe specific instructional methodologies associated with the model. The article concludes with suggestions for a critical leadership of place intended to enhance socioecological justice in schools.

Examining the relations among Social Justice Leadership, Attitudes towards School and School Engagement

“…Okullarda sosyal adaletin sağlanması sürecinde okul müdürünün görece rolü ise, 2000'li yıllarda akademik çevrelerin ilgisini çekmeye başlamıştır (Oplatka, 2010). Okullarda bu kapsamdaki çalışmalar sosyal adalet ve liderlik ilişkisini çok kültürlü liderlik, feminist liderlik, Afro-Amerikan ve Latin liderlik yaklaşımlarını içeren eleştirel yaklaşımlar temelinde çözümlemektedir (Furman ve Gruenewald, 2004;McCabe ve McCarthy, 2005). Bu bağlamda sosyal adalet liderliğinin çeşitli tanımları yapılmıştır.…”

“…Sosyal adalet liderliğine odaklanan önceki çalışmalar büyük oranda vaka çalışmaları, sosyal adalet lideri yetiştirme programlarının içeriği ve etkililiği, sosyal adalet liderliğinin önündeki engellerin keşfedilmesi ve sosyal adalet liderliğinin kavramsal çerçevesinin belirlenmesi ile sınırlıdır (Furman, 2012;Furman ve Gruenewald, 2004;Gewirtz, 1998;Miller ve Martin, 2015). Yerli yazında ise sosyal adaletin okullardaki görünümlerinin nasıl olduğu, az sayıdaki çalışma ile belirlenmeye çalışılmıştır.…”

Addressing 21st Century Challenges in Education: An Ecocritical Conceptual Framework toward an Ecotistical Leadership in Education

“…With roots in critical pedagogy (Freire, 1993;hooks, 1994;McLaren, 2006;Darder, 2015) and ecocritical pedagogical frameworks (Bowers, 1993;Gruenewald, 2003;Furman & Gruenewald, 2004;Kahn, 2010;Lupinacci & Happel-Parkins, 2015, 2016aMartusewicz, Edmundson, & Lupinacci, 2015), this work strives to identify and confront deep cultural assumptions informing worldviews in efforts to support educational leadership for social justice and sustainability. When we are faced with these commitments and the recognition that they are interrelated, it is important to recognize that our cultures play a significant role in how we think and act.…”

On Becoming a Social Justice Leader: A Fictionalized Narrative Approach

“…A number of scholars have commented on the difficulties of creating a singular and all-encompassing definition of social justice (Blackmore, 2002;Bogotch, 2002Bogotch, , 2014Bogotch & Shields, 2014;Furman & Gruenewald, 2004;Goldfarb & Grinberg, 2002;Harris;, Larson &Murtadha, 2002Marshall, 2004;Shields, 2004). Definitions of the concept have been described as elusive, ubiquitous, changing, and conflicting (Brown, 2004;Harris, 2014;Zembylas & Iasonos, 2014).…”