Full Description
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.
Contents
Preface xv About the Authors xvii1 Building the Capacities of Social Justice Leaders 1The Challenge 1Evolving Definitions and Challenges to Capacity Building 5The Very Real Challenges from Demographics and Cultural Diversity 5Unaccomplished Equity 6Searching in Schools for Democracy, Community, Emotion, and Relationship 7The Challenges in Policy and Preparation for Social Justice in School Leadership 8Making Revolutions in Education: An Overview of the Chapters 9A Call for Action 11References 132 Social Justice and Moral Transformative Leadership 16Introduction 16Defining Social Justice 16Transformative Leaders as Public Intellectuals 16The Praxis of Leadership for Social Justice 22Research and Scholarship 22Conference Presentations 24Teaching 25Conclusion 26Discussion Questions and Activities 27Annotated Readings 28References 293 Preparation and Development of School Leaders: Implications for Social Justice Policies 110Administrative Licensure and Social Justice Concerns 111Licensure Standards and Assessment 112Accountability and Student Learning 113Social Justice and State Policies 115Strategies to Promote Social Justice in Leadership Development 117Being Strategic in Developing Leaders 117Becoming a Policy Actor 119Refocusing Preparation Programs 121Implications for Policy Development 122Discussion Questions and Activities 124Annotated Readings 126References 127Endnotes 1294 The Impact of Poverty on Students and Schools: Exploring the Social Justice Leadership ImplicationsIntroduction: A Systemic View of the Impact of Poverty on School CommunitiesIncidence of Poverty in the United StatesUnderstanding the Incidence of Poverty within Schools: Labels and DiscoursePoverty, Accountability, School (Student) AchievementEducational Possibilities in the Face of PovertyPoverty Contextualized Within Particular CommunitiesSeeking out Community Assets and ResourcesDiscussion Questions and ActivitiesAnnotated ReadingsReferencesAcknowledgementsEndnotes5 Wholistic Visioning for Social Justice: Black Women Theorizing Practice 31Background Information on Our Dialogue 31Introduction to Our Thinking 32Building a Conceptual Model: Literature on Feminist Thought, Leadership, and Social Justice 33Beginning with a Discussion of Feminist and Black Feminist Theories 34Adding Sabrina's and Renee's Discussion of School Leadership Theories 37Adding Social Justice Theories to Our Knowledge of Feminist Thinking and School Leadership 38Defining Our Conceptual Model: Wholistic Visioning 41Strength of Womanhood 41A Core of Spirituality 42The Foundation of Home 43Living and Leading Within and Beyond Your Skin 44Paying It Forward 45Four Narratives That Illuminate Wholistic Visioning 46The Story of Ballet 46The Story of Religious 49The Story of Mary Mack 52The Story of Sally Walker 54What We Learned from the Narratives 56Conclusion 58Discussion Questions and Activities 58Annotated Readings 60References 61Endnotes 626 Educational Leadership Along the U.S.-Mexico Border: Crossing Borders/Embracing Hybridity/Building Bridges 64Effective Leadership at the Border: An Example 68Toward a Border Epistemology of School Leadership 76Conclusion: Border Leadership for All Schools 77Implications for Practice 78Assignments and Activities 80Annotated Readings 80References 81Endnotes 837 Bridge People: Civic and Educational Leaders for Social Justice 85Introduction 85Early Orientation to Social Justice 88Vivid Personal Experiences of Marginalization 91Early Recognition and Support 93Lifelong Commitment to Social Justice and Equity 94Creating Community and Maintaining High Expectations 97Striving for Social Justice Without Bitterness 98Conclusion 100Implications for Practice 101Discussion Questions and Activities 105Annotated Readings 107Related Readings 108References 1088 Social Justice, Religion, and Public School Leaders 130Religion, Secularism, and U.S. Public Schools 131Educational Leadership, Social Justice, and Religion in Public Schools 136Discussion Questions and Activities 137Annotated Readings 141Related Readings 142References 142Endnotes 1449 Meeting All Students' Needs: Transforming the Unjust Normativity of Heterosexism 145Heterosexism/Homophobia in Schooling 151Institutional Contributions to Heteronormative Oppression 155LGBTIQ Activism and Strategies for Collective Action 157Heteronormativity and the Implications for Practice 158Conclusions 162Discussion Questions and Activities 162Annotated Readings 163References 164Endnotes 16510 Leading Beyond Disability: Integrated, Socially Just Schools and DistrictsLeading Beyond Disability: Integrated, Socially Just Schools and DistrictsWhy Leaders for Social Justice Need to Consider Students Labeled with DisabilitiesWhat do Integrated, Socially Just Schools and Districts Look Like?A Typical Elementary SchoolAn Integrated, Socially Just Elementary SchoolA Typical Middle SchoolAn Integrated, Socially Just Middle SchoolA Typical High SchoolAn Integrated, Socially Just High SchoolA Typical School DistrictAn Integrated, Socially Just School DistrictCommon Characteristics of Integrated, Socially just Schools and DistrictsConclusion: Leading Beyond DisabilityClass ActivitiesSuggested ReadingsOn Disproportionality and Over-Identification in Special EducationOn Disability Studies in EducationOn Integrated Comprehensive Services (ICS)References
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