Social Justice Educational Leaders and Resistance: Toward a Theory of Social Justice Leadership
Abstract
Purpose : A subgroup of principals—leaders for social justice—guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students. The purpose of the article is to develop a theory of this social justice educational leadership.Research Design: This empirical study examined the following questions: (a) In what ways are principals enacting social justice in public schools? (b) What resistance do social justice—driven principals face in their justice work? (c) What strategies do principals develop to sustain their ability to enact social justice in light of the resistance they face in public schools?Data Collection and Analysis: A critical, qualitative, positioned-subject approach combined with principles of autoethnography guided the research methods. Seven public school leaders who came to the principalship with a social justice orientation, who make issues of race, class, gender, disability, sexual orientation, and other historically marginalizing factors central to their advocacy, leadership practice, and vision, and who have demonstrated success in making their schools more just, were studied through interviews.Findings:A description of (a) how the principals enacted social justice, (b) the resistance they faced as well as the toll the resistance had on them, and (c) the strategies they developed to sustain their social justice work is provided in detail. Implications for administrator preparation are made at the close of this article.
Get full access to this article
View all access and purchase options for this article.
1.
1. Fine (1994) further explains that activist research captures at least one of four different strategies: “breaking the silence, denaturalizing what appears so natural, attaching what is to what could be, and engaging in participatory activist research.” This study used a combination of the four strategies Fine described but primarily used the first two.
2.
2. The methodology borrows from the tradition of autoethnography and self-study (Anderson, 1996; Anderson, Herr, & Nehlen, 1994; Anderson & Jones, 2000; Bullough & Pinnegar, 2001; Church, 1995; Cole & Knowles, 2001; Ellis, 1997; Ellis, 2004; Fine, 1994; Graham, 1991; Meneley & Young, 2005; Reed-Danahay, 2001; Tierney, 1998). Autoethnography (Bullough & Pinnegar, 2001;Cole & Knowles, 2001; Ellis, 1997; Ellis, 2004; Meneley &Young, 2005; Reed-Danahay, 2001; Tierney, 1998), autobiography (Church, 1995; Graham, 1991), and reflective practitioners research (Anderson, 1996; Anderson et al., 1994; Anderson & Jones, 2000) are growing in their acceptance and use as modes of inquiry. In fact, the Self-Study Special Interest Group of the American Educational Research Association is one of the largest special interest groups of the association (Bullough & Pinnegar, 2001).
3.
3. In studying social justice leaders, I coded and analyzed the data using the three guiding research questions as a starting place. The deductive analysis (Erickson, 1986; Graue & Walsh, 1997; Strauss & Corbin, 1998) began with selective coding, which Strauss and Corbin describe as “the process of integrating and refining theory” (p. 143). The deductive or selective codes mirrored the three forms of resistance in the conceptual framework. Deductively, I coded the data according to (a) the ways principals enacted social justice, (b) the resistance the principals faced, and (c) the strategies the principals developed. From there I used axial coding, which is “the process of relating categories to subcategories” (Strauss & Corbin, p. 230), to further my analysis of the three forms of resistance. Additionally, I used two additional deductive codes: the principals' background and the influences on their understanding and calling to enact social justice. The inductive analysis began with open coding (Strauss & Corbin, 1998) of information the principals shared that did not fit into the deductive codes. Again, I used axial coding (Strauss & Corbin, 1998) to delve deeper into data that did not fit the initial framework. For example, the toll the resistance had on these leaders that is discussed later in the findings did not fit into the deductive codes. I began by open coding this toll but refined that analysis through the use of axial codes.
4.
4. I kept a field log and use a tape recorder to ensure the reliability of the information. The interviews were transcribed and coded. Seven principals were studied to provide me with multiple sources of information supporting the validity of the data. I developed themes only when I could triangulate them across the experiences of at least 3 principals. These procedures fit Crowson's (1993) description of triangulation of data as “the use of multiple sources of data” (p. 188). Clarifying and revisiting ideas with the principals was an attempt to gain a deeper understanding of who they are and what they do. Providing my understanding to them of what they said and sharing my analytical thoughts and even transcripts from our interviews made opportunity for ongoing discussion, checking, rechecking, and listening. Glesne (1999) refers to this as member checks. I brought the principals together for a group meeting at the conclusion of the study to review and discuss my work. This provided my analysis with their important insight about this group of leaders and the research process. These essential pieces of my methodology maintain the importance of the individual participants and their insights and views in the ongoing work of the study. Giving attention to the principals' backgrounds and beliefs as well as my own assumption and convictions was essential to this study and to maintaining trustworthiness; Eisenhart and Howe (1992) characterize this as an “alertness to and coherence of prior knowledge” (p. 62). This reflective component about the participants' perceptions, beliefs, and worldviews was essential to the critical theory underpinnings of this study.
5.
5. The principals were selected for the study based on the following four criteria. The principals (a) led a public school; (b) possessed a belief that promoting social justice is a driving force behind what brought them to their leadership position; (c) made issues of race, class, gender, disability, sexual orientation, and other historically marginalizing factors central to their advocacy, leadership practice, and vision; and (d) had evidence to show that their work had produced a more just school.
6.
6. Whereas I see this as a limitation of the study and an area for future research, it also demonstrates that social justice and equity work is not and should not be limited to leaders of color.
7.
7. The principals provided anecdotal data as well as scores and charts from state and local testing. The state test data were verified through their state educational agency.
8.
8. Because of the sensitive nature of these types of resistance, to further protect the principals' anonymity I will not use even their pseudonyms in this section but only refer to individual leaders as one principal.
References
Anderson, G.L. (1996). What does practitioner research look like? Teaching and Change, 3(2), 173-206.
Anderson, G.L., Herr, K., & Nehlen, A.S. (1994). Studying your own school: An educator's guide to qualitative practitioner research. Thousand Oaks, CA : Corwin.
Anderson, G.L., & Jones, F. (2000). Knowledge generation in educational administration from the inside out: The promise and perils of site-based research. Educational Administration Quarterly, 36, 428-464.
Bell, G.C., Jones, E.B., & Johnson, J.F. (2002). School reform: Equal expectations on an uneven playing field. Journal of School Leadership, 12, 317-336.
Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high risk, low trust times? Journal of School Leadership, 12, 198-222.
Bogdan, R.C., & Biklen, S. (1998). Qualitative research for education: An introduction to theory and methods. Needham Heights, MA: Allyn & Bacon.
Bogotch, I. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12, 138-156.
Brown, K.M. (2004). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Administration Quarterly, 40(1), 79-110.
Bullough, R.V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30, 13-21.
Capper, C.A., & Young, M. (in press). Educational leaders for social justice. New York: Teachers College Press.
Carspecken, P.F. (1996). Critical ethnography in educational research: A theoretical and practical guide. London: Routledge.
Church, K. (1995). Forbidden narratives: Critical autobiography as social science. Luxembourg: Gordon & Breach.
Cole, A.L., & Knowles, J.G. (2000). Researching teaching: Exploring teacher development through reflective inquiry. New York: Allyn & Bacon.
Cole, A.L., & Knowles, J.G. (2001). Lives in context: The art of life history research . Walnut Creek, CA: Alta Mira.
Conrad, C.F., Haworth, J.G., & Millar, S.B. (2001). A positioned subject approach to inquiry. In C. F. Conrad, J. G. Haworth, L. R. Lattuca (Eds.), Qualitative research in higher education: Expanding perspectives (pp. 203-216). Boston: Pearson.
Crowson, R.L. (1993). Qualitative research methods in higher education . In C. Conrad, A. Neumann, J. G. Haworth, & P. Scott (Eds.), Qualitative research in higher education: Experiencing alternative perspectives and approaches (pp. 167-208). Needham Heights, MA: Ginn.
Dantley, M. (2002). Uprooting and replacing positivism, the melting pot, multiculturalism, and other impotent notions in education leadership through an African American perspective. Education and Urban Society, 34, 334-352.
Dews, C. L., & Law, C. L. (Eds.). (1995). This fine place so far from home: Voices of academics from the working class. Philadelphia: Temple University Press.
Eisenhart, M.A., & Howe, K.R. (1992). Validity in educational research. In M. D. LeCompte, W. L. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 643-680). San Diego, CA: Academic Press.
Ellis, C. (1997, November). What counts as scholarship in communication? An autoethnographic response. Paper presented at the annual meeting of the National Communication Association, Chicago.
Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: Alta Mira.
Erickson, F. (1985). Qualitative methods in research on teaching (Occasional Paper No. 81). East Lansing, MI: Michigan State University, Institute for Research on Teaching.
Fine, M. (1994). Dis-stance and other stances: Negotiations of power inside feminist research. In A. Gitlin (Ed.), Power and method: Political activism and educational Research (pp. 13-35). London: Routledge .
Franzosa, S. D. (Ed.). (1999). Ordinary lessons: Girlhoods of the 1950s. New York: Peter Lang.
Frattura, E., & Capper, C.A. (in press). Leadership for social justice in practice: Integrated comprehensive services (ICS) for all learners. Thousand Oaks, CA: Corwin Press.
Fullan, M. (1993). Change forces. London: Falmer.
Furman, G.C., & Gruenewald, D.A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40, 49-78.
Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13, 469-484.
Glaser, G.B., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Hawthorne, NY: Aldine.
Glesne, C. (1999). Becoming qualitative researchers: An introduction (2nd ed.). New York: Longman.
Goldfarb, K.P., & Grinberg, J. (2002). Leadership for social justice: Authentic participation in the case of a community center in Caracas, Venezuela. Journal of School Leadership, 12, 157-173.
Goodson, I., & Sikes, P. (2001). Life history research in educational settings: Learning from lives. Philadelphia: Open University Press.
Graham, R.J. (1991). Reading and writing the self: Autobiography in education and the curriculum. New York: Teachers College Press.
Graue, M.E., & Walsh, D.J. (1998). Studying children in context: Theories, methods & ethics. Thousand Oaks, CA: Sage.
Grogan, M. (Ed.). (2002a). Leadership for social justice [Special issue]. Journal of School Leadership, 12(2).
Grogan, M. (Ed.). (2002b). Leadership for social justice: Part II [Special issue]. Journal of School Leadership, 12(3).
Jackson, M. (1995). At home in the world. Durham, NC: Duke University Press.
Kincheloe, J.L., & McLaren, P.L. (1994). Rethinking critical theory and qualitative research . In M. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 279-313). Thousand Oaks, CA: Sage.
Knowles, J.G., Cole, A.L., & Presswood, C.S. (1994). Through preservice teachers' eyes: Exploring field experiences through narrative and inquiry. New York: Merrill.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.
Langer, S., & Boris-Schacter, S. (2003). Challenging the image of the American principalship. Principal, 83(1), 14-18.
Larson, C., & Murtadha, K. (2002). Leadership for social justice. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 134-161). Chicago: University of Chicago Press.
Lyman, L.L., & Villani, C.J. (2002). The complexity of poverty: A missing component of educational leadership programs. The Journal of School Leadership, 12, 246-280.
MacKinnon, D. (2000). Equity, leadership, and schooling. Exceptionality Education Canada, 10(1-2), 5-21.
Marshall, C. (2004a). Social justice challenges to educational administration: Introduction to a special issue. Educational Administration Quarterly, 40, 5-15.
Marshall, C. (Ed.). (2004b). Social justice challenges to educational administration [Special issue]. Educational Administration Quarterly, 40(1).
Marshall, C., & Ward, M. (2004). “Yes, but ... ”: Education leaders discuss social justice. Journal of School Leadership, 14, 530-563.
Maynes, B., & Sarbit, B. (2000). Schooling children living in poverty: Perspectives on social justice. Exceptionality Education Canada, 10(1-2), 37-61.
Maxwell, J.A. (1998). Designing a qualitative study. In L. Bickman & D. J. Rog (Eds.), Handbook of applied social research methods (pp. 69-100). Thousand Oaks, CA: Sage.
Mbilinyi, M. (1989). I'd have been a man: Politics and the labor process in producing personal narratives. In The Personal Narratives Group (Eds.), Interpreting women's lives: Feminist theory and the personal narratives (pp. 204-227). Bloomington : University of Indiana Press.
Meneley, Y., & Young, D. (Eds.). (2005). Autoethnographies: The anthropology of academic practices. Toronto, Canada: Broadview.
Oakes, J., Quartz, K.H., Ryan, S., Lipton, M. (2000). Becoming good American schools. Phi Delta Kappan, 81(8), 568-576.
Parker, L., Capper, C.A., Dantley, M.E., Cambron-Mccabe, N.H., Gonzalez, M., McKenzie, K., et al. (2005, April). Educating leaders for social justice: What every leader should know and be able to do. Presentation at the meeting of the American Education Research Association, Montreal, Canada.
Rapp, D. (2002). Social justice and the importance of rebellious imaginations. Journal of School Leadership, 12(3), 226-245.
Reed-Danahay, D. (2001). Autobiography, intimacy and ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 407−425). London: Sage.
Riester, A.F., Pursch, V., & Skrla, L. (2002). Principals for social justice: Leaders of school success for children from low-income homes. Journal of School Leadership, 12, 281-304.
Roman, L., & Apple, M. (1990). Is naturalism a move away from positivism? Materialist and feminist approaches to subjectivity in ethnographic research. In E. Eisner & A. Peshkins (Eds.), Qualitative inquiry in education: The continuing debate (pp. 38-73). New York: Teachers College Press.
Rusch, E.A. (2004). Gender and race in leadership preparation: A constrained discourse. Educational Administration Quarterly, 40(1), 16-48.
Sapon-Shevin, M. (2003). Inclusion: A matter of social justice. Educational Leadership, 61, 25-28.
Scheurich, J.J. (1998). Highly successful and loving, public elementary schools populated mainly by low-SES children of color: Core beliefs and cultural characteristics. Urban Education, 33, 451-491.
Scheurich, J., & Skrla, L. (2003). Leadership for equity and excellence: Creating high achievement classrooms, schools, and districts. Thousand Oaks, CA: Corwin.
Schoem, D. (Ed.). (1991). Inside separate worlds: Life stories of young Blacks, Jews, and Latinos. Ann Arbor, MI: University of Michigan Press.
Shields, C.M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40, 111-134.
Shoho, A. (Ed.). (2006). Preparing leaders for social justice [Special issue]. Journal of Educational Administration, 44(3).
Skrla, L., Scheurich, J.J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40, 135-163.
Solomon, R.P. (2002). School leaders and antiracism: Overcoming pedagogical and political obstacles. Journal of School Leadership, 12, 174-197.
Strauss, A. & Corbin, J.M. (1998). Basics of qualitative research: Techniques and theories for developing grounded theory (2nd ed.) Thousand Oaks, CA: Sage.
Tierney, W.G. (1998). Life history's history: Subjects foretold. Qualitative Inquiry, 4(1), 40-70.
Tillman, L., Brown, K., Campbell-Jones, F., & Gonzalez, M.L. (2006). Transformative teaching for social justice in educational leadership [Special issue]. Journal of School Leadership, 16(2).
Touchton, D., & Acker-Hocevar, M. (2001, November). Using a lens of social justice to reframe principals' interviews from high poverty, low performing schools. Paper presented at the annual meeting of the University Council for Educational Administration, Cincinnati, OH.
Valencia, R.R. (1997). The evolution of deficit thinking: Educational thought and practice. London: Falmer .
Vibert, A., & Portelli, J. (2000). School leadership and critical practice in an elementary school. Exceptionality Education Canada, 10(1-2), 23-36.
Cite article
Cite article
Cite article
OR
Download to reference manager
If you have citation software installed, you can download article citation data to the citation manager of your choice
Information, rights and permissions
Information
Published In
Article first published: April 2007
Issue published: April 2007
Keywords
Authors
Metrics and citations
Metrics
Journals metrics
This article was published in Educational Administration Quarterly.
VIEW ALL JOURNAL METRICSArticle usage*
Total views and downloads: 11902
*Article usage tracking started in December 2016
Altmetric
See the impact this article is making through the number of times it’s been read, and the Altmetric Score.
Learn more about the Altmetric Scores
Articles citing this one
Receive email alerts when this article is cited
Web of Science: 472 view articles Opens in new tab
Crossref: 613
- Kazakhstani Principals' Views on Equity in Gifted Education Programs
- The ebbs and flows of equity work amongst organizational shocks and cr...
- Preparing school leaders for social justice: An analysis of educationa...
- Transforming higher education institutions through EDI leadership: A b...
- Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Bl...
- Restorative Justice in a “Don’t Say Gay” State: Are Relationships Enou...
- Eğitim Ortamlarında Sosyal Adaletin Geliştirilmesine İlişkin Öğretmen ...
- Equity as a Crucial Component of Leadership Preparation and Practice
- Leading Equitable Distance Education During Times of Crisis
- District and School Leaders’ Efforts Concerning the Public Gender Tran...
- How school leadership practices relate to student outcomes: Insights f...
- Consequential Intersections: Examining Equity Expressions and Experien...
- Paylaşılan Liderlik ve Okul Çıktıları Arasındaki İlişkiler: Bir Meta-A...
- School Leaders and Transphobia: Direct, Facilitative, Accommodative, a...
- The Resolution Passed, Now What? A Superintendent’s Commitment to Raci...
- An Empirical Reflection on Educational Administration Quarterly's Dist...
- Middle School Principals Perceptions About LGBTQ+ Students in Their Sc...
- Abusive School Leadership Practices and Teacher Dissenting Voices: Ana...
- (Don’t) lean on me: the micropolitics of caring educational leadership
- Social Justice Leadership in Education: What Do School Principals Do f...
- Educational Equity and the Logics of COVID-19: Informing School Leader...
- Learning to Lead for Equity and Social Justice through Critical Reflec...
- School principals’ responses in creating an inclusive schooling space ...
- Using Social Justice Leadership Theory to Contextualize Detracking in ...
- Empowering school administrators for refugee education in Türkiye: ins...
- Distributed Leadership Promotes Teacher Self-Efficacy in Multicultural...
- The Meaning of Successful School Leadership in Disadvantaged Contexts ...
- Social Justice Leadership in the Refugees’ Education: Insights of Teac...
- Examining Teacher Leadership in the United States: How do BIPOC Teache...
- Islamic school leadership and social justice: an international review ...
- Leading after the storm: New York city principal’s deployment of equit...
- Liderazgo inclusivo como elemento clave del desarrollo educativo
- College readiness and critical structural capital: mediating the dual ...
- The scientific evolution of social justice leadership in education: st...
- School Improvement for All?: Critically Examining School Improvement P...
- Critical reflection to develop transformative consciousness of racial ...
- The school-community connection: social justice leaders’ community act...
- LGBTQ+-Inclusive Professional Development in Elementary Schools: Does ...
- English as a Second or Other Language-Focused Leadership to Support En...
- Community-Based Educational Leadership in Principal Preparation: A Com...
- Modeling Transformative Culturally Responsive Leadership With Teachers...
- Prácticas de Liderazgo Democrático para la Justicia Social. Un Estudio...
- Rethinking school leadership for equity, diversity and social justice ...
- “It’s Going to Go in One Ear and Out the Other”: Black Girls Talk Back...
- Listening, Engaging, Advocating and Partnering (L.E.A.P): A Model for ...
- The House Is on Fire: A Reckoning of Leadership and DEI Initiatives in...
- “Why do you want to bring that stuff up again?” Lessons ...
- The Impact of Principals’ Distributed Leadership Behaviors on Teachers...
- Theorizing a Culturally and Linguistically Sustaining School Leadershi...
- Toward Social Justice
- ÖĞRETMEN ALGILARINA GÖRE SOSYAL ADALET LİDERLİĞİNİN ÖRGÜTSEL SİNİZM ÜZ...
- How instructional leaders promote social justice
- Culturally responsive teaching knowledge and practices of online facul...
- Okul Müdürlerinin Sosyal Adalet Liderliği ile Örgütsel Sinizm Arasında...
- A systematic review of the International School Leadership Development...
- Examining empathy and advocacy in K-12 educational leaders
- Reframing leadership for a more just society
- Building the foundation: Increasing the capacity for critical empathy ...
- That Their Living Will Not Be in Vain
- Shattering Stained-Glass Ceilings
- Going to Hell for My Authenticity
- Justice Is Spiritual
- Mighty Causes Are Calling Us
- Doing the Work Their Souls Must Have
- Leading from the Margins
- Online Archives
- Interview Guide
- Notes
- Bibliography
- Educating culturally and linguistically diverse students with disabili...
- Examining the Foundations of Culturally and Linguistically Sustaining ...
- The Rise of the School District Chief Equity Officer: Moving Beyond Mi...
- Hiring Practices for Teachers From Underrepresented Backgrounds
- An Agenda for Diversity: A Practical Guide for Educational Leaders
- Learning from the flight of the geese: The life stories of two female ...
- Leadership for equity in schools
- Future research on educational leadership: theoretical groundings of e...
- Social justice leadership as a predictor of school climate
- Bildungsgerechte Schulentwicklung: Schlüsselthema Ungleichheitsbewusst...
- Social justice leadership: Coming to know another possibility through ...
- SOSYAL ADALET LİDERLİĞİ VE OKUL İKLİMİ ARASINDAKİ İLİŞKİ
- Intellectual leadership for social justice
- Principal Leadership for Inclusion: Supporting Positive Student Identi...
- Accepting Educational Responsibility: Preparing Administrators to Lead...
- School Counselors and Principals Serving as Co-Conspirators for Antira...
- Post-migration ecology in educational leadership and policy for social...
- Stressors faced by principals, ways of coping with stress and leadersh...
- A case study of leadership initiatives in a diverse charter school: va...
- A Reflexive Critique of Inclusive Education Policy and Practice in Sou...
- Who’s Taking Care of the Principal: A Wellness Approach for School Pri...
- Leading for equity: how principals experience professional learning
- Social Justice Based Teacher Practices: Leadership Roles, Problems, an...
- Workplace Conditions That Contribute to Principals' Emotional Labor
- The power and possibility of stories: Learning to become culturally su...
- Toward a Just Leadership Learning Ecology: A CHAT-IT Analysis of the H...
- Business Performance Evaluation for Tourism Factory: Using DEA Approac...
- SURİYELİ GÖNÜLLÜ EĞİTİCİLERİN SOSYAL ADALET LİDERLİĞİNE İLİŞKİN ALGIL...
- “It’ll make my brother’s education better than mine. We need that.”: Y...
- (Mis)Recognizing Undocumented Students & Families in a Rural School
- Learning in a New Land: School Leadership in Support of Refugee Studen...
- The Public Relations of Inclusion
- Could There Be an AutCrit?
- Primary school teachers' opinions on social justice in life studies le...
- Retrospective and Prospective Analysis on Educational Leadership: Indi...
- Developing Culturally Responsive Pedagogy
- Responsibility, stress and the well-being of school principals: how pr...
- The research on educational leadership for refugees since 2009: an int...
- A Deep Dive Into How Critical Literacy Experts Advance Equity and Soci...
- Transportation access in U.S. suburban schools: a tool for equity or a...
- Queering Social Justice Leadership in Counselor Education
- PK–12 District Leadership for Equity: An Exploration of Director Role ...
- Yenilikçi Okul ile Yöneticilerin Demokratik Liderlik Özellikleri Arası...
- Enacting Asset-Based Approaches for Critically Conscious Dual Languag...
- Internal, Moral, and Market Accountability: Leading Urban Schools Duri...
- Öğretmenlik Mesleğinin Feminizasyonunun Sosyal Adalet Liderliği ve Olg...
- Community School Leadership: Identifying Qualities Necessary for Devel...
- Diversity Ideology and School Leadership: Obscuring Inequities for Eme...
- Equity in Education & Society editorial
- Rural School Leader’s View of the Local School and Higher Education: A...
- Developing a theory of critical forgiveness in educational leadership
- When reforms make things worse: school leadership responses to poverty...
- Theory Amid Policy and Practice: A Typology of Theory Use in Education...
- The Relationship between Social Justice Leadership and Organizational ...
- Troubling Unintended Harm of Heroic Discourses in Social Justice Leade...
- The Correlation between Social Justice Leadership and Student Alienati...
- Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to ...
- The Principal-Teacher Churn: Understanding the Relationship Between Le...
- Successful principal leadership in challenging American public schools...
- Exemplary Leadership Style and Other Leadership Styles Associated with...
- Leading for Equity with Critical Consciousness: How School Leaders Can...
- ‘What are you willing to do?’: the development of courage in social ju...
- Leadership Challenges with Multicultural Schools
- Intersectionality Theory: A Critical Theory to Push Family Science For...
- Caring School Leadership
- Braiding Indigenous and Racialized Knowledges into an Educational Lead...
- Leadership Challenges with Multicultural Schools
- The Worldwide Specter of Neoliberalism and the “Neoliberalization” of ...
- Inclusion
- Culturally Competent Practices and Implications for Special Education ...
- Scholar to Practitioner
- Social Justice Leadership for Co-Educating Refugee and Migrant Student...
- Öğretmenlerin Sosyal Adalet Liderliği ile Mesleki Motivasyonları Arası...
- Okullarda Sosyal Adalet Liderliği: Bir Karma Yöntem Çalışması
- Willingness to Communicate and Collaborate: The Key Role of Educationa...
- Utilizing Qualitative Research Methods in Doctoral Programs to Enhance...
- Social justice leadership, school climate, cultural capital and academ...
- “I Want to Speak to a White Person”: Daily Microaggressions and Resili...
- Useful or Useless? Principal Perceptions of the Texas Principal Evalua...
- School Leadership Team Competence for Implementing Equity Systems Chan...
- Implementing a Social Justice Leadership Framework in Career Counselin...
- Community participation and empowerment in marginalised contexts: leve...
- Parental perspectives on inclusive education for children with intelle...
- Inclusive Leadership: Good Managerial Practices to Address Cultural Di...
- Developing principles of social change as a result of a Pasifika Youth...
- Refusing the Test: Debating Assessment and Accountability in Public Ed...
- Multicultural citizenship education as resistance: Student political d...
- “Part of Their Chemistry”: The Reproduction of Neoliberal Governmental...
- Knowing your audience: understanding urban superintendents' process of...
- Collective Visioning for Equity: Centering Youth, Family, and Communit...
- Snack gaps, doubling up, and revolving doors: educational leadership p...
- Urban Schooling and Social Integration of Ethnic Migrant Students in C...
- Balancing race, gender, and responsibility: Conversations with four bl...
- Crossing boundaries: connecting adaptive leadership and social justice...
- Formal Knowledge Acquisition and Socialization to Educational Leadersh...
- Caring practices and social justice leadership: case studies of school...
- A Principal’s Approach to Leadership for Social Justice: Advancing Ref...
- How do principals’ practices reflect democratic leadership for inclusi...
- Vliv akademického optimismu na výsledky žáků středních škol
- “We Need to Do Better by Kids”: Changing Routines in U.S. Schools in R...
- Social Justice Dilemmas: A Multidimensional Framework of Social Justic...
- Equity-Centered Design Thinking in STEM Instructional Leadership
- Microaggressions in Administrator Preparation Programs: How Black Fema...
- Advancing Equity-Based School Leadership: The Importance of Family–Sch...
- A Tale of Two Logics: School Discipline and Racial Disparities in a “M...
- Transitioning from Segregation to Inclusion: An Effective and Sustaina...
- Review of international research on school leadership for social justi...
- An Examination of The Relationship Between A Redesigned School Leaders...
- School Leadership For Social Justice In Turkish Urban Setting
- Educational Leadership for Social Justice in Multicultural Contexts: T...
- Social justice in counseling: moving to a multiplistic approach
- All We Need Is One Mic: A Call for Anti-racist Solidarity to Deconstru...
- Science mapping the knowledge base in educational leadership and manag...
- Using Anti-Racism to Challenge Whiteness in Educational Leadership
- Relationships as Assets, Relationships as Barriers: Social Justice Lea...
- Theorizing About Identity Politics in Education and School Leadership
- Caring School Leadership
- Braiding Indigenous and Racialized Knowledges into an Educational Lead...
- The Worldwide Specter of Neoliberalism and the “Neoliberalization” of ...
- An International Comparison of Cultural and Social Foundations of Educ...
- School Leadership in the United States: Evolving Responsibilities in T...
- Educational Leadership for Social Justice: Bringing Connection, Collab...
- Culturally Competent Leadership
- Promoting socially just schools through professional learning: lessons...
- What is the problem? A critical review of social justice leadership pr...
- Learning to lead socially just schools: an exploration of candidate re...
- Angolan Higher Education, Policy, and Leadership
- Inclusion
- The Resilient Women of Color Leaders
- Defining Social Justice in Education
- Theorizing About Identity Politics in Education and School Leadership
- Relational Mentoring for Supporting School Principals in Social Justic...
- Teachers Leading in Refugee Education
- Using Anti-racism to Challenge Whiteness in Educational Leadership
- Social Justice Leadership in Educational Market Contexts
- Relationships as Assets, Relationships as Barriers: Social Justice Lea...
- Passing the Mic: Toward Culturally Responsive Out of School Time Leade...
- Academic Leadership During a Pandemic: Department Heads Leading With a...
- Prepared to Lead: Educational Leadership Graduates as Catalysts for So...
- Redefining Supervision: A Joint Inquiry Into Preparing School-Based Le...
- Leadership Preparation for Special Education and Inclusive Schools: Be...
- Moving from Tolerance to Inclusion through Critical Collaboration
- Reskilling Teachers and Reclaiming Our Schools
- Educational Reform
- The Role of University Leadership in Advocating Social Justice in Sout...
- The “Double-Whammy” of Being Black and a Woman in Higher Education Lea...
- Effectively Managing Bias in Teacher Preparation
- The Relationship between Social Justice Leadership, Trust in Principal...
- Undoing systems of exclusion: exploring inclusive leadership and syste...
- Emergent Concepts of Inclusion in the Context of Committed School Lead...
- ‘Tackling’ race inequality in school leadership: Positive actions in B...
- Counting the Experiences and Beliefs of Secondary Teachers Striving to...
- “It began with me”: an exploration of exemplary school counselor and p...
- Which schools are in greater need of culturally responsive leaders? A ...
- Ecology of social justice leadership: How schools are responsive to re...
- Leadership for socially-just supervision in K-12 schools in the contex...
- Scholar to Practitioner
- Transforming Curriculum, Exploring Identity, and Cultivating Culturall...
- Reading Machiavelli in preparation for educational leadership: towards...
- Implementing Restorative Justice in an Urban Elementary School: A Prin...
- Systems-Focused Equity Leadership Learning: Shifting Practice Through ...
- Navigating School Interactions: Parents of Students with Intellectual ...
- Toward a Pragmatic Understanding of Rawls’ Social Justice Theory in So...
- Equity/Social Justice, Instrumentalism/Neoliberalism: Dueling Discours...
- Addressing the Impact of Trauma in High Poverty Elementary Schools
- Surviving Shunning at Central High School: Lessons From Sybil Jordan H...
- Understanding the Relationship between School Leadership for Social Ju...
- Principal leadership for students with disabilities in effective inclu...
- Leading Equity Teams: The Role of Formal Leaders in Building Organizat...
- Improving Schools by Strategically Connecting Equity Leadership and Or...
- Leadership for Social Justice and Sustainability: A Historical Case St...
- The Learning of Stakeholders in a Community School: A Narrative Histor...
- A Comparative Study of the Professional Identity of Two Secondary Scho...
- Transgender Students in Elementary Schools: How Supportive Principals ...
- Equity Leadership Informed by Community Cultural Wealth: Counterstorie...
- Effective practices in leadership for social justice. Evolution of suc...
- Applied critical race theory: educational leadership actions for stude...
- Supporting Mexican American Immigrant Students on the Border: A Case S...
- Actions and Attitudes Regarding Middle-Grade LGBTQ Students: Principal...
- Leadership for Social Justice in High-Poverty Schools: Exploration of ...
- Reflections on Race and Privilege in an Educational Leadership Course
- Leveraging Policy Implementation for Social Justice: How School Leader...
- Preparation of Zimbabwean special education administrators for inclusi...
- A review of the literature on leadership in early childhood: examining...
- Addressing Racism and Ableism in Schools: A DisCrit Leadership Framewo...
- A holistic look at education of the Syrians under temporary protection...
- Transformative Leadership Approaches to Inclusion, Equity, and Social ...
- Understanding the Minority Voice in a Pluralistic Society: The Case of...
- Rethinking Social Justice in Education: An Epistemological Approach
- Hegemony, Principal Preparation, and the Language of the Oppressor: Th...
- Restricting Social Justice Practices in Public Education: The Neoliber...
- Preparing School Leaders to Confront Opportunity Gaps in Suburban Dist...
- Principal and School Counselor Collaboration Toward More Socially Just...
- Critical Development of Courage Within Social Justice School Leaders: ...
- Social Justice in Turkish Education System: Issues and Interventions
- The Power of Artmaking to Deepen Ways of Knowing and Responding to Inj...
- Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice...
- Leadership Preparation for Social Justice in Educational Administratio...
- K–12/Higher Education Bridge Approach Toward Social Justice: Leadershi...
- Social Justice Leadership in Educational Market Contexts
- Defining Social Justice in Education
- Teachers Leading in Refugee Education
- Relational Mentoring for Supporting School Principals in Social Justic...
- A Bourdieusian Approach to Educational Leadership in Culturally Divers...
- Leading in a Diverse Context: A Principal’s Efforts to Create an Inclu...
- Can Social Justice Be Achieved Through Decolonisation?
- Examining Field of Educational Leadership: Challenges and Possibilitie...
- Conclusion: Looping Back and Moving Forward
- Hegemony, Principal Preparation, and the Language of the Oppressor: Th...
- The Power of Artmaking to Deepen Ways of Knowing and Responding to Inj...
- Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice...
- K–12/Higher Education Bridge Approach Toward Social Justice: Leadershi...
- Tiptoeing Around the Elephant in the Room: Discreet Activism for Socia...
- Pre-service School Leaders’ Sensemaking of Supervising for Equity
- Change-Makers: A Grassroots Approach to Culturally Responsive Leadersh...
- Immigrant and Refugee Children in the United States
- The Role of Formal and Nonformal Leaders in Creating Culturally Profic...
- Angolan Higher Education, Policy, and Leadership
- Levinas, bureaucracy, and the ethics of school leadership
- The Effect of Principals’ Social Justice Leadership on Teachers’ Acade...
- Culturally Relevant Leadership: Advancing Critical Consciousness in Am...
- The Impact of Brown on EL Students: Addressing Linguistic and Educatio...
- From the Editors: The Opportunity of an Education: Brown’s Legacy and ...
- Mapping educational leadership, administration and management research...
- Sınıf Yönetiminde Sosyal Adalet
- Leading Toward Equity in Bilingual Education: Leadership Actions in a ...
- “It Was Like a Magnet to Bring People In”: School Administrators’ Resp...
- Centering Equity and Caring in Leadership for Social-Emotional Learnin...
- How school leaders contribute to student success: the four paths frame...
- Examining teachers’ opinions on social Justice leadership
- Principal Burnout: How Urban School Leaders Experience Secondary Traum...
- A view from the field: the process of improving equitable systems lead...
- Why lead?: Using narrative to explore the motivations of those aspirin...
- Bridging an engagement gap: towards equitable, community-based technol...
- Challenges of difference and difficulty: how do principals enact diffe...
- Promoting Culturally Relevant Educational Practices: Leveraging Locall...
- School Leaders’ Contribution to Social Justice: A Review
- When Good Intentions Only Go So Far: White Principals Leading Discussi...
- Collateral Damage in the Middle of Transformation: School Board Politi...
- The Principal and the PEA (Parent Education Association)
- Counselors as Leaders Who Advocate for Undocumented Students’ Educatio...
- The Attitudinal and Behavioral Impact of School Law Courses
- A Bibliometric Review of Research on Educational Administration: Scien...
- El Moderno Prometeo: El Director Escolar como Líder Mediador para la J...
- Inclusive Leadership: A Scientometric Assessment of an Emerging Field
- Intersecting Leadership and English Learner Specialty
- Leading with a commitment to equity
- Social Justice, Sport and Racism: A Position Statement
- Culturally responsive leadership practices: a principal’s reflection
- “Sometimes Things Get Worse Before They Get Better”: A Counter-Narrati...
- Gentrification, Market Regimes, and the New Entrepreneurial Principal:...
- Activist Principals: Leading for Social Justice in Ciudad Juárez, Balt...
- “Thank You for Including Us!” – Introducing a Community‐Based Collabor...
- Race and Racism: How Does an Aspiring Social Justice Principal Support...
- School leadership for social justice and its linkage with perilous pol...
- Chapter 6 Rethinking the Support Programmes for the Marginalised Stude...
- Triggering Change: An Investigation of the Logics of Turnaround Leader...
- Leadership as an Act of Love: Leading in Dangerous Times
- “That would be my red line”: an analysis of headteachers’ resistance o...
- Comparing CALL and VAL-ED: An Illustrative Application of a Decision M...
- Dual Language for All: Central Office Leadership in the El Paso Indepe...
- Leading Dual Language: Twenty Years of Innovation in a Borderland Elem...
- A School Leadership Framework for Dual Language
- School Leadership, Curriculum Diversity, Social Justice and Critical P...
- Recollections, Perspectives, and Recommendations of an Educator
- Rethinking Social Justice in Education: An Epistemological Approach
- Restricting Social Justice Practices in Public Education: The Neoliber...
- Preparing School Leaders to Confront Opportunity Gaps in Suburban Dist...
- Principal and School Counselor Collaboration Toward More Socially Just...
- Principal and School Counselor Collaboration Toward More Socially Just...
- Critical Development of Courage Within Social Justice School Leaders: ...
- Social Justice in Turkish Education System: Issues and Interventions
- Leadership Preparation for Social Justice in Educational Administratio...
- Critical Perspectives in Educational Leadership: A New ‘Theory Turn’?
- The Role of University Leadership in Advocating Social Justice in Sout...
- Culturally Competent Practices and Implications for Special Education ...
- Addressing the Impact of Trauma in High Poverty Elementary Schools
- The “Double-Whammy” of Being Black and a Woman in Higher Education Lea...
- Educational Reform
- Using Education Law as a Tool to Empower Social Justice Leaders to Pro...
- Leaders Changing how they Act by Changing how They Think: Applying Pri...
- Coteaching in Content Area Classrooms: Lessons and Guiding Questions f...
- Multicultural school leadership, multicultural teacher culture and the...
- Seen, unseen, and unforeseen dangers: what a White emerging scholar le...
- Developing as Teacher Leaders for Social Justice: The Influence of a T...
- Educational Leadership in Post-Colonial Contexts: What Can We Learn fr...
- Assessing impact: the role of leadership competency models in developi...
- Social Justice Leadership—Theory and Practice: A Case of Ontario
- Critical perspectives in educational leadership: a new ‘theory turn’?
- Journey of a Culturally Responsive, Socially Just Leader
- Analysing the future of Broad-Based Black Economic Empowerment through...
- Artful Leadership
- Desegregation Policy as Social Justice Leadership?: The Case for Criti...
- Urban Principal Narratives on Including Black Boys with Emotional Disa...
- Family Engagement Practices as Sites of Possibility: Supporting Immigr...
- Refusing Relevance: School Administrator Resistance to Offering Profes...
- A Framework for Rethinking Educational Leadership in the Margins: Impl...
- What Do Students Have to Do With Educational Leadership? Making a Case...
- Community Organizing as Educational Leadership: Lessons From Chicago o...
- Enacting Social Justice Leadership Through Teacher Hiring
- How do principals practise leadership for social justice in diverse sc...
- Teachers’ views about pupil diversity in the primary school classroom
- The Importance of Principals Supporting Dual Language Education: A Soc...
- A Regional Network of Superintendents Confronting Equity...
- The Evolution of Inclusive Practice in Two Elementary Schools: Reformi...
- Bringing context out of the shadows of leadership
- Elementary School Principals Supporting the Professional Capacity of T...
- Successful secondary school principalship in disadvantaged contexts fr...
- Effectively Managing Bias in Teacher Preparation
- Conciliation du leadership des directions d’école en contexte francoph...
- Sosyal Adalet Liderliği ve Okul Akademik İyimserliği İlişkisinin Öğret...
- Using Dispositional Surveys to Improve Individual and Program Quality ...
- The Role of Cultural Discontinuity in the Academic Outcomes of Latina/...
- The Role of Collective Efficacy in Closing Student Achievement Gaps: A...
- Guilty as Charged? Principals’ Perspectives on Disciplinary Practices ...
- Leveraging conflict to achieve advances in civil rights: community lea...
- Picking a hill to die on: discreet activism, leadership and social jus...
- School leaders’ dilemmas and measures to instigate changes for inclusi...
- A Study of Developing an Assessment Tool for Social Justice Leadership...
- Social justice dilemmas: evidence on the successes and shortcomings of...
- Interactive dimensions for leadership: an integrative literature revie...
- Signal and Symbol: How State and Local Policies Address Data-Informed ...
- Central District Office Leadership for Diversity and Equity: Constrain...
- Leading education beyond what works
- Preparing transformative leaders for diversity, immigration, and equit...
- Ontario school principals and diversity: are they prepared to lead for...
- School Discipline Disparity: Converging Efforts for Better Student Out...
- Reflections on leadership preparation programs and social justice
- Educational leadership for social justice in Costa Rica, Mexico, and S...
- Cultural Leadership in Schools for the Deaf: Leadership for Cultural a...
- Authentic and Social Justice Leadership: A Case Study of an Exemplary ...
- Exploring Empathy to Promote Social Justice Leadership in Schools
- The Ontario Quandary: Principals’ Perceptions of Accountability Policy...
- Politics, Activism, and Leadership for Social Justice in Education
- Leading With Consistency
- The Tensions Between Shared Governance and Advancing Educational Equit...
- Auditing Inequity...
- Beyond Normativity in Sociocultural Reproduction and Sociocultural Tra...
- Social justice leadership in multicultural schools: the case of an eth...
- How Contexts Matter: A Framework for Understanding the Role of Context...
- Non-affirmative Theory of Education as a Foundation for Curriculum Stu...
- Social justice and leadership development
- “Not Just a Year of Social Justice Education”: A university/community ...
- ACADEMIC LEADERSHIP IN THE CONTEXT OF NEOLIBERALISM
- Factors leading to orphans and vulnerable children living in community...
- Coming in From Out of the Dark
- Perpetuating Inequality in Education: Valuing Purpose over Process in ...
- Social Justice Leadership and Family Engagement...
- Culturally Responsive School Leadership: A Synthesis of the Literature
- Mapping the Complexities of Effective Leadership for Social Justice Pr...
- Negotiating Race and Gender in Marginalized Work Settings
- Women, Leadership, and Education as Change
- Navigating the Path of Critical Leadership: Tensions and Possibilities...
- Using response to intervention/multi-tiered systems of supports to pro...
- An Urban School Leader’s Approach to School Improvement...
- ‘We still have bombings’: school principals and insurgent violence in ...
- Social justice leadership and inclusion: a genealogy
- Competing Priorities and Challenges: Principal Leadership for Social J...
- Sports coach as transformative leader: arresting school disengagement ...
- School Leadership for Dual Language Education: A Social Justice Approa...
- Contemporary Issues of Social Justice: A Focus on Race and Physical Ed...
- From Redistribution to Recognition: How School Principals Perceive Soc...
- The Entanglement of Leadership Styles and Social Justice Leadership: A...
- Exploring the Meaning and Paths of Advocacy for Undocumented Students’...
- Conceptualizing Principal–Student Racial Congruence
- School Setting Behavior That Characterizes Social Justice...
- Latina/o school principals: identity, leadership and advocacy
- Leadership for social justice and the characteristics of traditional s...
- Mapping Educational Equity and Reform Policy in the Borderlands: LatCr...
- Fostering College-Going Expectations of Immigrant Students Through the...
- The “Affirmative Action Hire”...
- Effective Leadership is Not Enough: Critical Approaches to Closing the...
- Research on School Principals in the United States (2003–2013)
- Kulturelle Diversität in Bildungssettings
- Kulturelle Diversität in Bildungssettings
- Shattering The “Broken Window” Fallacy
- The social justice imperative in transforming a secondary school
- Educational Realities and Current Context
- Toward a Theory of Culturally Responsive and Social Justice Leadership
- English Language Learners Pedagogy in the English Methods Class: Colla...
- Strategic activism, educational leadership and social justice
- The Roles of Organizational Justice, Social Justice, and Organizationa...
- Angolan Higher Education, Policy, and Leadership
- Resisting Social Justice...
- Social Justice Leadership and Critical Race Theory in the Mormon Cultu...
- Battling inertia in educational leadership: CRT Praxis for race consci...
- Engaging aspiring educational leaders in self-reflection regarding rac...
- Clearing a Path for Inclusion...
- Developing School Leaders through the Arts...
- A Sociopolitical Eclipse: The Surrendering of Two Super Systems to Pro...
- Teaching Students to Fish: Advancing Social Justice and Equity Pedagog...
- Introduction: The Redeeming Power of Connections
- Conclusion – Preparing all School Community Leaders to Live their Work
- The Leadership Challenge: Supporting the Learning of All Students
- Problematizing Notions of Leadership for Social Justice...
- When Aspirations Exceed Actions...
- Courageous conversations about race, class, and gender: voices and les...
- Head teachers’ leadership for social justice and inclusion
- Color-Blind Leadership...
- Radical Recentering: Equity in Educational Leadership Standards
- Navigating cultural borders in diverse contexts: building capacity thr...
- Guidance Matters...
- Lost in Transition?: Campus Leaders’ Professional Pathways
- Pedagogies That Explore Food Practices: Resetting the Table for Improv...
- Making Sense of Social Justice Leadership: A Case Study of a Principal...
- A Measure of the Quality of Educational Leadership Programs for Social...
- Vision: Essential scaffolding
- Can Blacks be racists? Black-on-Black principal abuse in an urban scho...
- Developing leadership for early childhood professionals through oral i...
- Charter School Barriers: Do Enrollment Requirements Limit Student Acce...
- Principal preparedness for leading in demographically changing schools...
- Fostering Socially Just Teacher Leadership for Change in Urban Schools
- Leading for social justice in Ghanaian secondary schools
- Towards a discursive and non-affirmative framework for curriculum stud...
- Critical Bilingual Leadership for Emergent Bilingual Students
- Social Justice Leadership and Inclusion...
- The Moral Imperative of Social Justice Leadership: A Critical Componen...
- From preservice leaders to advocacy leaders: exploring intersections i...
- Three Logics of Instructional Leadership
- Teacher leaders as equity-centered change agents: exploring the condit...
- Educating leaders for social justice: the case of special educational ...
- Critical Change for the Greater Good...
- How Listening to Student Voices Informs and Strengthens Social Justice...
- Framing Social Justice Leadership in a University-Based Preparation Pr...
- Social justice in India...
- A Latina Principal Leading for Social Justice: Influences of Racial an...
- A socio-ecological framework of social justice leadership in education
- This Issue
- Leadership's Role in Inclusive LGBTQ-Supportive Schools
- Responding to Poverty and Its Complex Challenges: The Importance of Po...
- Authentic leadership praxis for democracy: a narrative inquiry of one ...
- The Hidden Curriculum...
- The implicated advocate: the discursive construction of the democratic...
- Suburban School Districts and Demographic Change...
- Differentiating the scholarly identity of educational administration
- Beyond Individual Effectiveness: Conceptualizing Organizational Leader...
- Narrative Inquiry (NI) as an Exemplary Method for Social Justice Leade...
- LeaderPAR: A Participatory Action Research Framework for School and Co...
- Critical Reflective Practices: Connecting to Social Justice
- Projects from the Heart: For Educational Leaders
- Promoting Inclusive Leadership in Diverse Schools
- Toward a Framework of Research and Practice for Social Justice Leaders...
- Narrative Dialogue and Teacher Leadership for Social Justice: Re-Story...
- Leadership, Educational Development, and Social Development
- Dominance Without Hegemony: Unmasking Social Injustice Leadership in U...
- Dilemmas and Challenges in Forging Social Cohesion Through Education: ...
- Modeling Social Justice Educational Leadership: Self-Assessment for Eq...
- Socially Critical Leadership
- Zimbabwean Women Primary School Heads
- Cultural Dialogue as Social Justice Advocacy Within and Beyond Univers...
- Book Review: What Every Principal Needs to Know to Create Equitable an...
- Liderazgo directivo e inclusión educativa. Estudio de casos
- Promoting Our Students: Examining the Role of School Leadership in the...
- Exploring Principals’ Nonroutine Problems in Bilingual Immersion Schoo...
- Educator-Peer Workplace Bullying: Why Leadership Must Address Incivili...
- Negotiating the Contested Terrain of Equity-Focused Change Efforts in ...
- Derrick Bell, CRT, and educational leadership 1995–present
- “I Love These Girls—I Was These Girls”: Women Leading for Social Justi...
- Perceptions of Tourism and Hotel Management Students on Ethics in the ...
- A Learning Architecture...
- The Role of Special Education Training in the Development of Socially ...
- Poverty in School Communities
- Emerging Leaders for Social Justice: Negotiating the Journey through A...
- Teaching for Social Justice Through Embracing Identity Tensions
- Chapter 13 Awareness of Self and Others in Principal Preparation: An I...
- School Leaders and Cultural Competence
- It’s a Different World at the High School...
- ¡Vamos! How School Leaders Promote Equity and Excellence for Bilingual...
- Representing embodiment and the policy implementing principal using ph...
- Searching for a Needle in a Haystack: Indications of Social Justice am...
- Forty Acres and a Mule: A Critical Audit of California's Williams Legi...
- The Developmental Model of Intercultural Sensitivity...
- Border Crossing: A Black Woman Superintendent Builds Democratic Commun...
- Working against the grain: researching school leadership
- Caring teaching practices in multiethnic mathematics classrooms: atten...
- Constructing critical autoethnographic self-studies with white educato...
- Social Justice Leadership as Praxis...
- Activist Scholarship in Action: The Prevention of a Latino School Clos...
- Ecological Approaches to Organizational Consultation and Systems Chang...
- Inadvertent Exemplars: Life History Portraits of Two Socially Just Pri...
- Aspiring School Leaders Addressing Social Justice through Art Making
- Understanding the Role of Culture in Developing Inclusive Schools: A C...
- Multicultural and Democratic Curriculum
- Chapter 3 Re-thinking the Preparation of Educational Leaders: Utilizin...
- Chapter 6 Racial Identity Development in Principal Preparation Program...
- Chapter 7 Davis K-8 School: Utilizing Transformational Leadership to D...
- Chapter 9 Standing Still is no Longer an Option: Understanding how to ...
- Chapter 11 Toward a Framework for an Inclusive Model of Social Justice...
- Chapter 12 The Future of Educational Leadership Preparation: Creating ...
- Chapter 1 Leadership Preparation Program Evaluation: Experiences and I...
- Chapter 3 Planning, Changing, and Leading a Community of Professional ...
- Portraits of Leaders: Striving for a Fuller Humanity
- Undermining Racism and a Whiteness Ideology...
- Leading Inclusive ELL...
- Centering Love, Hope, and Trust in the Community...
- In Search of Excellence in Education: The Political, Academic, and Cur...
- How principals cultivate a culture of critical spirituality
- Schools of Promise: A School District—University Partnership Centered ...
- Audio and video reflections to promote social justice
- Developing a Transformative School Vision: Lessons From Peer-Nominated...
- Teaching and Teacher Emotions: A Post-structural Perspective
- School leadership and social justice: Evidence from Ghana and Tanzania
- Leading and Learning with Diverse Families in Schools: Critical Episte...
- Transformative Leadership: Working for Equity in Diverse Contexts
- Raising Standards for Tomorrow's Principals: Negotiating State Require...
- Transformative professional development: relationship to teachers’ bel...
- Promoting social justice in schools: principals’ political strategies
- Unpacking resistance to change within‐school reform programmes with a ...
- The emotional aspects of leadership for social justice
- Slogging and Stumbling Toward Social Justice in a Private Elementary S...
- Wisdom and Compassion in Democratic Leadership: Perceptions of the Bod...
- Taking it to the Streets: A New Line of Inquiry for School Communities
- Critical Components of Preparing Professionals for Social Justice Acro...
- Leadership styles and multicultural education approaches: an explorati...
- Class Size Reduction in Practice...
- Chapter 10 Beyond traditional placement: Making inclusion work in the ...
- Disrupting Injustice: Principals Narrate the Strategies They Use to Im...
- Social justice leadership: implications for roles and responsibilities...
- Policies and paradox: A view of school leadership in the context of ab...
- Performing Cultural Work in Demographically Changing Schools: Implicat...
- Assessing Schoolwide Cultural Competence: Implications for School Lead...
- Race, Power, and (In)equity Within Two-way Immersion Settings
- The Principal’s Role in Professional Development for Social Justice...
- The Persistence of Presentism
- Democratic School Leaders: Defining Ethical Leadership in a Standardiz...
- Struggling for Democracy...
- Building Organizational Capacity Through Trust
- Social Justice Leadership in Action: The Case of Tony Stewart
- Research Versus Problem Solving for the Education Leadership Doctoral ...
- “This is MY school, NOT YOURS”...
- Aspiring and practicing leaders addressing issues of diversity and soc...
- Woven in Deeply...
- Unifying messy communities: learning social justice in educational lea...
- Setting an agenda for the development of the next generation of school...
- “At Every Turn”: The Resistance that Principals Face in Their Pursuit ...
- Looking for Social Justice: Competing Perspectives as Methodological I...
- From the Field: A Proposal for Educating Leaders for Social Justice
- Concluding reflections on “Leadership for learning in the context of s...
- Administrative Challenge or Ethical Dilemma? Responding Justly When a ...
- Navigating Rough Waters: A Synthesis of the Countervailing Pressures a...
- The Roles of Organizational Justice, Social Justice, and Organizationa...
- Critical Bilingual Leadership for Emergent Bilingual Students
Figures and tables
Figures & Media
Tables
View Options
Get access
Access options
If you have access to journal content via a personal subscription, university, library, employer or society, select from the options below:
loading institutional access options
UCEA members can access this journal content using society membership credentials.
UCEA members can access this journal content using society membership credentials.
Alternatively, view purchase options below:
Purchase 24 hour online access to view and download content.
Access journal content via a DeepDyve subscription or find out more about this option.
