Leadership for Social Justice: Making Revolutions in Education (2nd Revised edition)

Leadership for Social Justice: Making Revolutions in Education (2nd Revised edition)

By: Maricela Oliva (author), Catherine Marshall (author)Paperback

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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.

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About Author

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.

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 Renee'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.-Mexico 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

Product Details

  • publication date: 23/02/2009
  • ISBN13: 9780131362666
  • Format: Paperback
  • Number Of Pages: 360
  • ID: 9780131362666
  • weight: 594
  • ISBN10: 0131362666
  • edition: 2nd Revised edition

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  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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