From the Field: A Proposal for Educating Leaders for Social Justice
Saved in:
| Title: | From the Field: A Proposal for Educating Leaders for Social Justice |
|---|---|
| Language: | English |
| Authors: | McKenzie, Kathryn Bell, Christman, Dana E., Hernandez, Frank, Fierro, Elsy, Capper, Colleen A., Dantley, Michael, Gonzalez, Maria Luisa, Cambron-McCabe, Nelda, Scheurich, James Joseph |
| Source: | Educational Administration Quarterly. 2008 44(1):111-138. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Academic Achievement, Justice, Instructional Leadership, Principals, Leadership Training, Administrator Education, Program Effectiveness, Administrator Role, Leadership Responsibility, Achievement Gains, Citizenship Education, Classroom Environment, Heterogeneous Grouping, Access to Education, Educational Quality, Consciousness Raising, Inclusive Schools |
| DOI: | 10.1177/0013161X07309470 |
| ISSN: | 0013-161X |
| Abstract: | Purpose: The purpose of this article is to suggest the structure and content of an educational leadership program whose aim is to prepare principals for social justice work. Research Design: The authors have conceptualized foundational components for a comprehensive principalship program focused on social justice. They assert that educational leaders for social justice must have three goals at the forefront of their efforts: (a) They must raise the academic achievement of all the students in their school, that is, high test scores do matter; (b) they must prepare their students to live as critical citizens in society; and (c) both of these goals can only be achieved when leaders assign students to inclusive, heterogeneous classrooms that provide all students access to a rich and engaging curriculum. The components addressed for this social justice-oriented principalship preparation program include (a) how students should be selected for such a program and (b) an outline of the knowledge and content for educating social justice leaders. The importance of induction/praxis after students graduate from these programs is discussed. (Contains 1 note.) |
| Abstractor: | Author |
| Number of References: | 134 |
| Entry Date: | 2008 |
| Accession Number: | EJ783227 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this article is to suggest the structure and content of an educational leadership program whose aim is to prepare principals for social justice work. Research Design: The authors have conceptualized foundational components for a comprehensive principalship program focused on social justice. They assert that educational leaders for social justice must have three goals at the forefront of their efforts: (a) They must raise the academic achievement of all the students in their school, that is, high test scores do matter; (b) they must prepare their students to live as critical citizens in society; and (c) both of these goals can only be achieved when leaders assign students to inclusive, heterogeneous classrooms that provide all students access to a rich and engaging curriculum. The components addressed for this social justice-oriented principalship preparation program include (a) how students should be selected for such a program and (b) an outline of the knowledge and content for educating social justice leaders. The importance of induction/praxis after students graduate from these programs is discussed. (Contains 1 note.) |
|---|---|
| ISSN: | 0013-161X |
| DOI: | 10.1177/0013161X07309470 |
