Overview

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.

Full Product Details

Author:   Catherine Marshall ,  Maricela Oliva
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   2nd edition
Dimensions:   Width: 17.80cm , Height: 2.00cm , Length: 23.50cm
Weight:   0.590kg
ISBN:  

9780131362666

ISBN 10:   0131362666
Pages:   360
Publication Date:   19 March 2009
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   Awaiting stock  

Table 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

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Author Information

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.

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