Educational Leadership for Transformation and Social Justice PDF Download

Author: John Ambrosio
Publisher: Taylor & Francis
ISBN: 131741098X
Category : Education
Languages : en
Pages : 150

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Book Description
Educational Leadership for Transformation and Social Justice examines the relationship between the lived experiences of educational leaders at the University of the Free State in South Africa and how they think about and practice leadership for transformation and social justice. Based on biographical information, public speeches, published writings, and in-depth semi-structured face-to-face interviews, the book presents and analyses seven chapter-length narratives of these leaders. This book explores how some leaders at the University of the Free State – from the vantage point of various racialized and gendered identities, and generational experiences – conceptualize and enact leadership for transformation and social justice. Ambrosio argues that there are certain values, beliefs, concepts, principles, and ways of thinking that cut across their experiences and demographic differences. The narratives are presented in the leaders’ own words, and describe how their lived experiences shaped their values and identities, and inform how they think about and practice leadership for transformation and social justice. One convergence that emerged among these leaders is that their leadership is an extension of who they are, of their core values, identities and ethical commitments. Another is that they are motivated by visions of change that go beyond the University; by bigger dreams that infuse their work with meaning and purpose. With its in-depth analysis of the narratives, this book will provide educational leaders who have an orientation towards transformation and social justice with insights that enable them to think differently about how to make the policies, programs, and institutional culture of their own universities more equitable and just. It will appeal to academics, researchers and postgraduate students in the fields of education, educational justice, higher education, educational leadership and change, social justice and racial justice.

Author: Bruce G. Barnett
Publisher: IAP
ISBN: 1648023746
Category : Education
Languages : en
Pages : 295

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Book Description
To commemorate the 10-year anniversary of the International School Leadership Development Network (ISLDN), this book is a compilation of the work conducted by network scholars. This volume is the first comprehensive overview of the studies conducted by ISLDN members engaged in examining how social justice leaders and leaders of high-needs schools address the social conditions, learning experiences, and performance of their students. Other international school leadership research consortia have emerged in the 21st century; however, the ISLDN is the second longest operating project, after the International Successful School Principalship Project (ISSPP). Since its creation in 2010, ISLDN scholars have delivered papers at a variety of international conferences and shared findings in research publications, including books and special issues of journals. Until now, ISLDN research findings have been disseminated separately for the project’s two strands: (a) social justice leadership and (b) leadership in underperforming high-needs schools. Therefore, the purpose of the book is to document the history and evolution of the ISLDN and to provide descriptions and reflections of the project’s research findings, methodologies, and collaborative processes across the two strands. This volume captures studies of school leaders from 19 countries representing six continents - Africa, Asia, Australia and Oceania, Europe, North America, and South America. The authors examine important external and internal contextual factors influencing schools in different cultural settings and provide insights about the values and practices of social justice leaders working in high-needs school settings. Numerous practical strategies are provided for school leaders working in schools with similar conditions. The concluding chapter by the co-editors synthesizes the structural factors, personal beliefs and values, and contextualized change management strategies that shape school leaders’ actions aimed at ensuring the best learning outcomes for their students. Besides capturing the range of findings emerging from various ISLDN studies conducted over the past decade, several chapters critically examine the project’s current contributions to the field. Authors suggest broadening the dissemination of our findings to increase the visibility of the project, expanding the research methods beyond qualitative interviews, incorporating studies from non-Anglophone countries, and augmenting the scope of our analyses and research focus. These researchers’ journeys also reveal the obstacles to and benefits of engaging in these types of international collaborative research ventures.

Author: Ira Bogotch
Publisher: BRILL
ISBN: 9087904169
Category : Education
Languages : en
Pages : 191

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Book Description
"What you will find inside this provocative text: It should come as no surprise, as the collection of papers in this book show that we are up against it. Killing those we despise has become normative in the political minds of both the powerful and the marginalised. Framing those who are weakest as the architects of their own disgusting state ... it has become commonsense in all societies, rich and poor.... Any counter-hegemonic project that seeks to rethink social justice and reframe educational leadership is, without question, confronting the enormous power of ordinariness, the commonsense about power, inequality and violence." Jonathan Jansen

Author: Eleanor Drago-Severson
Publisher: Corwin Press
ISBN: 1071818929
Category : Education
Languages : en
Pages : 241

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Book Description
Be the leader you want to see in the world. Educators committed to social justice enter into the work in markedly different ways. Drawing from research with 50 educational leaders from across the United States, Growing for Justice explores how leaders committed to social justice support the growth of others while also developing their own capacities to engage, connect, and lead for change. This groundbreaking book, informed by adult developmental theory and based on a first-of-its-kind study, helps school leaders assess their own strengths and areas for growth—and then take concrete steps toward improvement. Features include: Exploration of meaning-making systems and how they affect leaders’ understandings of diversity, equity, and social justice A research-based, developmental model of justice-centering educational leadership capacities and practices Leaders’ personal stories of growth and development as advocates Planning activities and reflective exercises to drive decision-making, action, and internal capacity-building Wherever you are in your social justice journey, wanting to do better is the first step toward actually doing better. With this book’s help, you’ll outline the supports, stretches, and scaffoldings you need to continually grow for justice.

Author: Autumn K. Tooms
Publisher: IAP
ISBN: 1607523515
Category : Education
Languages : en
Pages : 343

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Book Description
This is the first chronicle of the history of social justice as a line of inquiry within the field of educational administration. Editors Tooms and Boske have amassed a collective voice of leaders in the field of Educational Administration who have broken barriers and expanded the field through their own work and scholarship within a national and international arena. Many of these narratives are the first time tellings of the challenges and successes found in the works of this group of scholars of historic significance. This collection is written and organized into practical and easy to digest sections. They are part history lesson, and part practical teaching tool for those who prepare school leaders. Anyone from school leaders to academics interested or charged with unpacking the messy intersections between school leadership and issues of social justice will find inspiration and easy to understand explanations of leadership and equity work within the chapters presented. Endorsement: “Bridge Leadership is a powerful and fascinating new volume that explores the intersections of social justice and educational leadership. What distinguishes it from other social justice work is that it is much more personal than most such texts. Many of the book’s authors share poignant excerpts of their life stories and connect them to the theoretical constructs, historical events, and political struggles of social justice. The foregrounding of these personal stories and the bridges they create with social justice gives the volume a raw power not found in other social justice works. I could not put the volume down!” ~ Ulrich C. Reitzug, University of North Carolina,Greensboro

Author: Christa Boske
Publisher: Emerald Group Publishing
ISBN: 1780522797
Category : Education
Languages : en
Pages : 350

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Book Description
Global Leadership For Social Justice: Taking It From The Field To Practice proposes perspectives for conceptualizing the preparation of leaders for social justice and equity-oriented work in schools. Although faculty in the field of education have prepared thousands of school leaders, and the research continues to expand, limited research exists regarding how to prepare leaders for social justice work in schools, especially considering international contexts. This book builds on extant empirical and theoretical work in the area of educational leadership, and deepens understanding of what leading for social justice and equity-oriented work looks like within diverse schools.

Author: Catherine Marshall
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 356

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Book Description
This reader on key issues in Social Justice is written by well-known experts in the area and edited by the leading authorities in the field. The book is divided into 3 distinct parts: Re-defining Leadership for Social Justice; Preparing Social Justice Leaders; and Next Steps, to mobilize to action as well as to make information accessible and useful. This book challenges leaders, educators and researchers to be effective advocates for social justice. It demonstrates how the current realities in educational leadership training and in school practices re-create inequities. It provides an array of ways of understanding the effects of exclusionary practices as well as constructive exercises and materials for those who will lead students and staffs to create equitable practices.

Author: Katie Pak
Publisher: Teachers College Press
ISBN: 0807779431
Category : Education
Languages : en
Pages : 257

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Book Description
Educational leaders confront instances of inequity every day, whether they are aware of it or not. Many find themselves inadequately reacting to such issues due in part to traditional preparation programs that fail to interrogate the existence and impact of systems of oppression. Why is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more by offering unique leadership frameworks that integrate critical theories for social change with everyday practice. By bringing together diverse researchers, practitioners, and policymakers who are often pushed to the margins, this volume will help today’s leaders see with new eyes and gain the critical tools, language, and concepts for equity leadership. The text is organized into four sections: Transforming Self, Transforming Educators, Transforming Organizations, and Transforming Systems. Book Features: Interrupts prevailing practices and advocates for a more inclusive, intersectional vision of leaders and the field of educational leadership.Specific and useful frames, concepts, and practices that leaders can adapt to their own context.Authors that reflect diverse perspectives with wide-ranging identities who intentionally push back against the White male-dominated discourse. A practitioner-friendly format that includes glossaries of terms and resources. Insights that reflect the worldwide pandemic crises of 2020.

Author: Vivechkanand S. Chunoo
Publisher: IAP
ISBN: 1641133376
Category : Education
Languages : en
Pages : 349

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Book Description
Social justice and leadership education are inextricably linked. In order to move social justice forward, we need to develop leaders with knowledge, skills, and values to engage effectively in the leadership process. We need socially just leaders now more than ever. At a time when our elected and appointed officials agree on very little, our communities are divided and distrustful of one another, and individual citizens struggle for fairness in the face of discrimination, society is at a crossroad. In one direction lies the reproduction of oppression and marginalization, continued distrust, and further fragmentation. In the other, a route toward healing, compassion, and fairness. How then do we prepare our leaders of tomorrow to walk the path of justice rather than take the road to ruin? Changing the dominant narratives in society involves preparing skilled social critics and knowledgeable advocates for positive and sustainable change through education. However, when leadership education fails to consider social justice issues, or when social justice education omits leadership learning, both fall short of their goals. This texts links issues of social justice, equity, and equality, to leadership knowledge, skills, and values, with the intent of offering theoretical, practical, and policy recommendations to improve the work of educators charged with preparing undergraduates for the complexities of leadership in all its forms. Collectively, the contributors inform much needed practices and pedagogies toward socially just leadership education. No single one of us can change the narrative alone, but together, we can amplify the voices of those leading toward justice. The perspectives offered here are but a sample of the work being done to make the future a brighter place for all. We invite you to be part of the conversation.

Author: Anthony H. Normore
Publisher: IAP
ISBN: 1623965373
Category : Education
Languages : en
Pages : 235

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Book Description
The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice , Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry? Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.