Leadership for Social Justice: Making Revolutions in Education by Catherine MarshallLeadership for Social Justice: Making Revolutions in Education by Catherine Marshall

Leadership for Social Justice: Making Revolutions in Education

byCatherine Marshall, Maricela Oliva

Paperback | February 23, 2009

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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.

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 publish...
Title:Leadership for Social Justice: Making Revolutions in EducationFormat:PaperbackDimensions:360 pages, 9.06 × 6.93 × 0.94 inPublished:February 23, 2009Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0131362666

ISBN - 13:9780131362666

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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


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




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)