Politics, Activism, and Leadership for Social Justice in Education

Ryan, James J.; Higginbottom, Katie

doi:10.1002/9781118956717.ch6

Cited by 8 publications

(3 citation statements)

References 36 publications

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“…This is a result of the social justice ideal's complexity, which is assumed (Sarid, 2021). However, Ryan and Higginbottom (2017) call for inclusive policies and social justice leadership, which they argue is under-discussed.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Social Justice Leadership in Education: What Do School Principals Do for Social Justice?

AYANOĞLU,

ARASTAMAN

2023

Participatory Educational Research

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This study aims to explore school principals' perceptions of social justice in education and their social justice leadership behaviors at school. The data of the study, which was conducted with the phenomenology design, one of the qualitative research methods, were obtained through semi-structured interviews with nine school principals and then analyzed by thematic analysis. The results of this study reveal that school principals mostly have distributive and recognitional justice perceptions of social justice in education and participatory justice perceptions at a relatively lower level. It has been revealed that principals have perceptions of distributive justice with the phenomena of equality, equality of opportunity, and fairness; recognitory justice with the phenomena of awareness of disadvantaged groups, supporting disadvantaged groups, and respect for diversity; and participatory justice with the phenomenon of democracy. It was found that school principals mostly exhibited social justice leadership behaviors concerning the dimensions of critical consciousness and support, while their behaviors in relation to the dimension of inclusion were limited compared to the other two dimensions. In their schools, principals exhibited respect for diversity among students, awareness of social injustices, raising critical consciousness about social justice, providing financial support, supporting students' academic and social development, creating an inclusive educational environment, and participatory management behaviors. Some implications were made for school principals' leadership behaviors regarding the conduct of educational activities within the framework of the principle of social justice. It has been revealed that we need to rethink the duties of school principals on how they ensure justice in education services, how they protect disadvantaged groups, and how they distribute resources.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Social Justice Leadership in Education: What Do School Principals Do for Social Justice?

AYANOĞLU,

ARASTAMAN

2023

Participatory Educational Research

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“…This enduring fight for democratic education continues to emerge across the literature as demands for establishing, institutionalizing, and fully practicing justice and equity in schools in the United States are championed. Moreover, effective activist leadership guiding this fight might be realized through a greater reliance on and inclusion of the views, practices, and accomplishments of members of these marginalized groups via cooperative participation (Kezar, Acuña Avilez, Drivalas, & Wheaton, 2017;King, 2015;Ryan & Higginbottom, 2017).…”

Section: Social Justice and Its Relationship To Activismmentioning

confidence: 99%

An Emerging Framework for the EdD Activist

Becton

Bogiages

D’Amico

et al. 2020

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Increasingly, Ed.D. programs are challenged to produce graduates with the skills and expertise needed to create and foster change in the various educational environments in which they serve. Promoting, and more importantly, preparing the Ed.D. Activist is a theme that was addressed during the October 2019 convening of the Carnegie Project on the Education Doctorate (CPED) hosted by the University of South Carolina. As part of the opening convening, the U of SC faculty assisted with surveying the more than 65 CPED-informed programs in an effort to construct a potential framework to guide both new and existing programs within the consortium. The resulting framework highlights two potential profiles for the Ed.D. Activist, 12 considerations that programs should examine, four primary outcomes, and five quality indicators. The framework is representative of the data collected from more than 200 participants and provides a broad, but foundational framework for engaging more deeply in the work of promoting activism amongst Ed.D. graduates.

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“…In other words, a host of challenges prevent equity-oriented work from taking root-including outdated approaches to management, frameworks that rely too heavily on individuals to enact fundamental change, and a general "reluctance to recognize, or acknowledge exclusive practices like racism, sexism, classism, homophobia, ableism" (Ryan, 2012, p. 12). Ryan and Higginbottom (2017) elaborate:…”

Section: Wicked Problems Frameworkmentioning

confidence: 99%

Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

Farley

Childs

Johnson

2019

EPAA

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The past 20 years have seen a shift in school leaders’ work that can best be characterized by an increasing complexity in expectations and greater demands for accountabilities. Educational leadership preparation programs and professional associations responded to these shifts, in part, with the development and proliferation of standards for both pre-service (ELCC and NELP) and practicing (ISLLC and PSEL) educational leaders. Both sets of standards have undergone significant revision in the last five years, largely in response to shifts in the work required of school administrators in today’s 21st century schools. However, what remains an open empirical question is whether the leadership standards are robust and pragmatic enough to tackle the various educational issues that school leaders face. In other words, do various school leadership standards prepare and assess school administrators appropriately? Using the wicked problems framework, we examine the extent to which the revised PSEL and NELP standards capture the challenging work required for school leaders to act as inclusive leaders and “equity-oriented change agents” (Maxwell, Locke, Scheurich, 2013, p. 1). We utilize qualitative content analysis (Weber, 1990) to analyze the content of the leadership standards, focusing in particular on the ways those standards represent evolving conceptions of equity and justice. These analyses suggest that although both sets of standards have changed considerably from their predecessors, they may not go far enough to help leaders determine how to implement the proper administrative authority to solve complex issues. This is particularly true as it relates to the persistent, wicked equity problems facing our schools.

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Politics, Activism, and Leadership for Social Justice in Education

Cited by 8 publications

References 36 publications

Social Justice Leadership in Education: What Do School Principals Do for Social Justice?

Social Justice Leadership in Education: What Do School Principals Do for Social Justice?

An Emerging Framework for the EdD Activist

Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

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