Leadership for Social Justice: An Agenda for 21st Century Schools

Abstract

The shift in the demographic data highlights the growth in minority, second language learner, and economically disadvantaged student populations that traditionally have been underserved in public schools (Marshall and Oliva 2006). The purpose of this discussion is to explore the leadership praxis of four female secondary school leaders faced with challenges of social justice, democracy, and equity in their schools. The principals could be characterized as stewards of social justice in their school communities.

Head teachers’ leadership for social justice and inclusion

“…Given the widespread scepticism regarding the effectiveness of existing professional programmes, there has been an enhanced interest in developing programmes to include issues of social justice and equality of opportunity (Jean Marie 2008;McCabe and McCarthy 2005). Marshall and Olivia (2006) point out that it is necessary to foster new ways of thinking and new methods of teaching to promote social justice, while Karpinski and Lugg (2006) state that by including these issues in the educational leadership agenda, we create the possibility of achieving better academic and social outcomes for all students.…”

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

“…Knowledge and value of multiple perspectives can usher the promotion of every kind of leader being valued for the unique, different, and specialized ways of knowing, access, and resources each brings to the table (Mansfield, 2014). At the same time, our research findings suggest that cultural, ethnic, racial, gender, and class differences need to be acknowledged, celebrated, contemplated, and understood in order for similarities and shared oppressions (which will ultimately fuel the work) to be embraced (Bogotch, 2002;Jean-Marie, 2008). This we believe will result in the change and sustainability inherent in relationships to further foster desirable change.…”

“…These researchers and others suggest that culturally responsive leadership may result in socially just and equitable outcomes for all learners in contexts where disparities are present (Gooden & Dantley, 2012;Horsford, 2011;Jean-Marie, 2008;Khalifa, 2012;Santamaría, 2014;Tillman, 2008). Many of these academics research and publish together as well as present papers at conferences in symposia, making major contributions to the field by providing innovative ways to think about leadership from a variety of worldviews.…”

Educational Leadership in Post-Colonial Contexts: What Can We Learn from the Experiences of Three Female Principals in Kenyan Secondary Schools?

“…Social justice leadership involves ways of thinking about and practicing leadership that challenges school leaders to seize upon the potential that diversity offers, challenging dominant discourse and knowledge [26][27][28][29][30][31]. Social justice leadership involves moral dialogue, which is concerned with the need to balance high academic achievement, effective relationships with students from all backgrounds, and encouraging justice [32].…”