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Leadership for Social Justice: Making Revolutions in Education / Edition 2

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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.

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Product Details

  • ISBN-13: 9780131362666
  • Publisher: Pearson
  • Publication date: 3/13/2009
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 360
  • Sales rank: 939,797
  • Product dimensions: 7.00 (w) x 9.20 (h) x 0.70 (d)

Meet the 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.

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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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  • Posted May 6, 2011

    more from this reviewer

    Socialism disguised as Christianity!

    DO NOT BUY! This book is based on "social justice" and NO real Christian ought to have anything to do with this. It's socialism cleverly disguised as Christianity and now appparently being promoted to YOUR children! Barak Obama and his "new spiritual leader," Jim Wallis are adherants to this garbage. Don't take my word for it; google 'social justice' and 'jim wallis!' And if you're not sure what socialism is about, it's just another name of 'communism!' It's communism with lipstick! I beg you as a parent myself, DO NOT let your children be brain-washed into this antichristian teachings! Take charge of your child's future; you're all they have between them and the enemy!

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