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First published online January 7, 2014

Social Justice Leadership and Inclusion: Exploring Challenges in an Urban District Struggling to Address Inequities

Abstract

Research Approach: This cross case study describes the challenges that two principals working in one urban school district addressed while attempting to transform their school cultures to embrace an inclusion model. Analysis of interviews and observations in each school revealed the actions, values, and orientations of the individual leaders and the influences of conflicts and dilemmas that exist in social justice work. Findings: The article describes how two principals enacted social justice leadership by making decisions that addressed resistance and challenges to inclusion. Implications for administrator preparation, future research, and theory are presented.

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Biographies

David DeMatthews is an assistant professor at the University of Texas at El Paso in the Department of Educational Leadership and Foundations. David has worked in urban districts as a high school teacher, middle school administrator, and district administrator. He studies issues related to school leadership, urban education, special education, and social justice.
Hanne Mawhinney is an associate professor at the University of Maryland, College Park in the Department of Teaching, Learning, Policy and Leadership. She studies the interaction between leadership and policy change at federal, state, district, and school levels.

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Article first published online: January 7, 2014
Issue published: December 2014

Keywords

  1. social justice
  2. school leadership
  3. inclusion
  4. students with disabilities
  5. special education

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© The University Council for Educational Administration 2013.
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Authors

Affiliations

David DeMatthews
University of Texas at El Paso, USA
Hanne Mawhinney
University of Maryland, College Park, College Park, MD, USA

Notes

David DeMatthews, University of Texas at El Paso, 500 W. University Avenue, El Paso, TX 79968, USA. Email: [email protected]

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