Leadership for Social Justice: Preparing 21^st Century School Leaders for a New Social Order

Abstract

At the dawn of the 21st century, there has been an increased focus on social justice and educational leadership (Bogotch, Beachum, Blount, Brooks & English, 2008; Marshall & Oliva, 2006; Shoho, Merchang & Lugg, 2005). This paper explores and extends themes in contemporary educational research on leadership preparation in terms of social justice and its importance for both research and practice on a national and international level. In particular, we examine various considerations in the literature regarding whether or not leadership preparation programs are committed to, and capable of, preparing school leaders to think globally and act courageously about social justice for a new social order.

Toward Culturally Sustaining Leadership: Innovation beyond ‘School Improvement’ Promoting Equity in Diverse Contexts

“…As it stands, research suggests that the least traditional and potentially most innovative leaders tend to have the lowest overall physical presence in schools [13][14][15]. These leaders are often leaders of color and as such are disproportionately represented in formal leadership positions, as evidenced by research on recruitment and attrition of leaders of color [14,15]. As the figure suggests, in contrast, the most traditional leaders are greater in number and more representative of mainstream society demographics [1,4,16].…”

“…A shift toward more culturally sustaining leadership practice requires the smallest of the three wheels to dictate the direction and speed of the entire system. As it stands, research suggests that the least traditional and potentially most innovative leaders tend to have the lowest overall physical presence in schools [13][14][15]. These leaders are often leaders of color and as such are disproportionately represented in formal leadership positions, as evidenced by research on recruitment and attrition of leaders of color [14,15].…”

Leadership in Malaysian Paddy Farming

“…Insofar that leadership as a concept is preoccupied with reform, the leader is in essence an agent for progress. Leadership doesn't have to be tied to official titles or positions; anyone can become a leader (Jean-Marie, Normore et al 2009). …”

‘Doing’ Social Justice in Early Childhood: The Potential of Leadership

“…The provision of ECEC has long been advocated as a means for creating changed life opportunities. Education has a powerful potential to change life circumstances, and access to education can be a gatekeeper of social and economic advantage (Freire, 1975;Jean-Marie et al, 2009). In the changing global context, we believe that the challenge for leaders is to embrace diversity and actively confront inequality in order to change the traditional constructions of education and afford access and opportunity for many.…”

“…Globalisation brings greater 'interdependence and interconnectedness between various people, cultures, ethnic groups, government entities, and organizations from different locations into a wider global arena' (Litz, 2011, p. 47). Hence, educators are preparing children for a culturally, ethnically and religiously diverse world in which national boundaries are becoming somewhat blurred (Jean-Marie et al, 2009). Thus, educational leaders have a moral and social obligation to support equity for learners of various racial, gender, socio-economic and cultural backgrounds, sexual orientations and diverse abilities (Evans, 2007, cited in Jean-Marie et al, 2009).…”