Leadership for Social Justice

Expanded and revised, this reader on key issues in social justice and school leadership is filled with current information and research, real-life scenarios and controversies, and student activities. The accessible and practical text, written by leading authorities in the field, challenges leaders, educators, and researchers to be effective advocates for social justice. 
 
Demonstrating how current realities in educational leadership training and in school practices can be refined to better meet students' needs, the book provides an array of ways to understand the effects of exclusionary practices as well as useful exercises and materials for those who will lead students and staffs to create equitable practices. Recognizing that readers learn through multiple intelligences, Leadership for Social Justice integrates poetry, editorial cartoons, evocative writing, and hands-on tools with research, theory, and recommendations for practice.
 
New Features in the Second Edition Include:

• A new chapter on the impact of poverty on educational achievement not only documents the issue but also shares ways educators can responsively address it.
• A new chapter focusing on special education discusses how educational leaders can respond to the needs of exceptional children.
• An expanded discussion of next steps for school leaders in training offers readers resources and information for continuing to grow as leaders in the future.

List of contents

Preface    xv
About the Authors     xvii
         1    Building the Capacities of Social Justice Leaders    1
The Challenge    1
Evolving Definitions and Challenges to Capacity Building    5
The Very Real Challenges from Demographics and Cultural Diversity    5
Unaccomplished Equity    6
Searching in Schools for Democracy, Community, Emotion, and Relationship    7
The Challenges in Policy and Preparation for Social Justice in School Leadership    8
Making Revolutions in Education: An Overview of the Chapters    9
A Call for Action    11
References    13
            2    Social Justice and Moral Transformative Leadership    16
 
Introduction    16
Defining Social Justice    16
Transformative Leaders as Public Intellectuals    16
The Praxis of Leadership for Social Justice    22
Research and Scholarship    22
Conference Presentations    24
Teaching    25
Conclusion    26
Discussion Questions and Activities    27
Annotated Readings    28
References    29
      3    Preparation and Development of School Leaders: Implications for Social Justice Policies    110
Administrative Licensure and Social Justice Concerns    111
Licensure Standards and Assessment    112
Accountability and Student Learning    113
Social Justice and State Policies    115
Strategies to Promote Social Justice in Leadership Development    117
Being Strategic in Developing Leaders    117
Becoming a Policy Actor    119
Refocusing Preparation Programs    121
Implications for Policy Development    122
Discussion Questions and Activities    124
Annotated Readings    126
References    127
Endnotes    129
  
       4   The Impact of Poverty on Students and Schools: Exploring the Social Justice Leadership
                    Implications
Introduction: A Systemic View of the Impact of Poverty on School Communities
Incidence of Poverty in the United States
Understanding the Incidence of Poverty within Schools: Labels and Discourse
Poverty, Accountability, School (Student) Achievement
Educational Possibilities in the Face of Poverty
Poverty Contextualized Within Particular Communities
Seeking out Community Assets and Resources
Discussion Questions and Activities
Annotated Readings
References
Acknowledgements
Endnotes
5 Wholistic Visioning for Social Justice: Black Women Theorizing Practice    31
Background Information on Our Dialogue    31
Introduction to Our Thinking    32
Building a Conceptual Model: Literature on Feminist Thought, Leadership, and Social Justice    33
Beginning with a Discussion of Feminist and Black Feminist Theories    34
Adding Sabrina's and Renée's Discussion of School Leadership Theories    37
Adding Social Justice Theories to Our Knowledge of Feminist Thinking and School Leadership    38
Defining Our Conceptual Model: Wholistic Visioning    41
Strength of Womanhood    41
A Core of Spirituality    42
The Foundation of Home    43
Living and Leading Within and Beyond Your Skin    44
Paying It Forward    45
Four Narratives That Illuminate Wholistic Visioning    46
The Story of Ballet    46
The Story of Religious    49
The Story of Mary Mack    52
The Story of Sally Walker    54
What We Learned from the Narratives    56
Conclusion    58
Discussion Questions and Activities    58
Annotated Readings    60
References    61
Endnotes    62
 
6  Educational Leadership Along the U.S.-México Border: Crossing Borders/Embracing Hybridity/Building Bridges    64
Effective Leadership at the Border: An Example     68
Toward a Border Epistemology of School Leadership    76
Conclusion: Border Leadership for All Schools    77
Implications for Practice    78
Assignments and Activities    80
Annotated Readings    80
References    81
Endnotes    83
      7    Bridge People: Civic and Educational Leaders for Social Justice    85
Introduction    85
Early Orientation to Social Justice    88
Vivid Personal Experiences of Marginalization    91
Early Recognition and Support    93
Lifelong Commitment to Social Justice and Equity    94
Creating Community and Maintaining High Expectations    97
Striving for Social Justice Without Bitterness    98
Conclusion    100
Implications for Practice    101
Discussion Questions and Activities    105
Annotated Readings    107
Related Readings    108
References    108
 
        8   Social Justice, Religion, and Public School Leaders    130
 
Religion, Secularism, and U.S. Public Schools    131
Educational Leadership, Social Justice, and Religion in Public Schools    136
Discussion Questions and Activities    137
Annotated Readings    141
Related Readings    142
References    142
Endnotes    144
      9   Meeting All Students' Needs: Transforming the Unjust Normativity of Heterosexism    145
Heterosexism/Homophobia in Schooling    151
Institutional Contributions to Heteronormative Oppression    155
LGBTIQ Activism and Strategies for Collective Action    157
Heteronormativity and the Implications for Practice    158
Conclusions    162
Discussion Questions and Activities    162
Annotated Readings    163
References    164
Endnotes    165
 
 
10   Leading Beyond Disability: Integrated, Socially Just Schools and Districts
                                Leading Beyond Disability: Integrated, Socially Just Schools and Districts
                Why Leaders for Social Justice Need to Consider Students Labeled with Disabilities
What do Integrated, Socially Just Schools and Districts Look Like?
                A Typical Elementary School
                An Integrated, Socially Just Elementary School
                A Typical Middle School
                An Integrated, Socially Just Middle School
                A Typical High School
                An Integrated, Socially Just High School
                A Typical School District
                An Integrated, Socially Just School District
Common Characteristics of Integrated, Socially just Schools and Districts
Conclusion: Leading Beyond Disability
Class Activities
Suggested Readings
                On Disproportionality and Over-Identification in Special Education
                On Disability Studies in Education
                On Integrated Comprehensive Services (ICS)
References

About the author

Catherine Marshall is professor in the Department of Educational Leadership at the University of North Carolina, Chapel Hill. Once a teacher in Rhode Island, her studies include a doctoral degree from the University of California, Santa Barbara and a postdoctoral fellowship at the University of California, Los Angeles. She has published extensively about the politics of education, qualitative methodology, and women's access to careers as well as about the socialization, language, and values in educational leadership. She is the author of Reframing Educational Politics for Social Justice (Allyn & Bacon, 2004) as well as other books and numerous articles on the administrative career.
 
Maricela Oliva is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Texas at San Antonio. With a doctorate in Educational Administration from The University of Texas at Austin, Oliva is the author of a number of journal articles, book chapters, and reports regarding curricular multiculturalism and social justice for educational leaders.

Summary

Expanded and revised, this reader on key issues in social justice and school leadership is written by leading authorities in leadership and social justice. The accessible and practical text is filled with current information from the field, real-life scenarios and controversies, and student activities - all while challenging leaders, educators and researchers to be effective advocates for social justice. Demonstrating how the current realities in educational leadership training and in school practices can be refined or reconstructed to better meet students' needs, the book provides an array of ways of understanding the effects of exclusionary practices as well as useful exercises and materials for those who will lead students and staffs to create equitable practices.
 
Recognizing that readers learn through multiple intelligences, Leadership for Social Justice intersperses poetry, quotes, editorial cartoons, evocative writing, and hands-on tools with research, theory, and recommendations for practice. The book is divided into 3 distinct parts: Re-defining Leadership for Social Justice, Preparing Social Justice Leaders, and Next Steps.
 
The revised edition of Leadership for Social Justice is extensively updated and includes two new chapters: one focusing on special education students and one focusing on children in poverty. The new second edition also includes information on possible next steps for school leaders currently in training.

Product details

• Authors: Catherine Marshall, Maricela Oliva
• Publisher: Pearson Academic
• Languages: English
• Product format: Paperback / Softback
• Released: 01.01.2009
• EAN: 9780131362666
• ISBN: 978-0-13-136266-6
• No. of pages: 360
• Weight: 590 g
• Series: Allyn & Bacon; Pearson Custom Education; Allyn & Bacon
• Subject: Humanities, art, music > Education > Education system