Critical Development of Courage Within Social Justice School Leaders: Silence, Tempered Radicals, and Revolutionaries

Lowery, Kendra

doi:10.1007/978-3-030-14625-2_150

Cited by 3 publications

(8 citation statements)

References 50 publications

(79 reference statements)

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“…The concept of tempered radicalism was conceived by Meyerson and Scully (1995). Tempered radicalism was observed in corporations to describe how single organizational members succeeded in changing existing company's structures to become more familyfriendly, social and environmental (DeJordy et al, 2020;Lowery, 2020). More recently, the concept has been applied to eco-entrepreneurs (Walton and Kirkwood, 2013), black women as servant leaders (Alston, 2005); elementary teachers' narratives of teaching science Tempered radicalism (Carlone et al, 2010) and the development of gender equity at universities (Meyerson, 2001).…”

Section: Tempered Radicalisma Reviewmentioning

confidence: 99%

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Tempered radicalism as an approach to revisiting indigenous forms of critical human resource development

Osafo

Yawson

2020

EJTD

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Purpose The purpose of this study is to present a conceptual framework to guide the design, development, implementation and evaluation of education and human resource development (HRD) efforts in Ghana. Design/methodology/approach This paper draws on the concept of a tempered radical approach to provide a framework for a critical HRD (CHRD) and explore ways by which this view can contribute to developing HR who possess the requisite tools and character to function efficiently in the 21st century and beyond. This paper followed a multidisciplinary integrated literature review approach. This paper also reviewed relevant models and theories that align with the goals of this research to provide a broader view of the problems with HRD in Ghana and to help develop a framework that seeks to provide a sustainable guide for those involved in HRD activities in Ghana. Findings A positive outcome from the synergistic alignment between modern science and indigenous ecological knowledge moderated by the principles of CHRD will result in economic growth and development. HRD’s contribution to economic growth and development and its consequential benefit to the actors will depend on how best CHRD goals are accomplished. Practical implications The mediating role of the tempered radicalism will help modify the swiftness with which education and HRD programs are executed in Ghana. Originality/value This paper presented the tempered radicalism approach as the quintessential model for education and HRD initiatives in Ghana. The application of tempered radicalism in HRD literature is novel.

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Section: Tempered Radicalisma Reviewmentioning

confidence: 99%

“…Tempered radicals archetypally perceive their environment differently from the mainstream because of systemic bias against their social identity groups, cultural differences or different values (Lowery, 2020). We seek to suggest a policy direction that focuses on creating a synergy between modern science and traditional/IEK to enhance HRD for economic growth.…”

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confidence: 99%

Tempered radicalism as an approach to revisiting indigenous forms of critical human resource development

Osafo

Yawson

2020

EJTD

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“…However, there is a tremendous gap in the literature on tempered radicalism in educational leadership and school districts. We draw heavily on Lowery's (2020) study that outlines three general approaches to social justice leadership: silence, tempered radicalism, and revolutionary actions. Lowery (2020) distinguishes between tempered radicals and revolutionaries, with the latter confronting injustice directly, such as unapologetically sharing views, directly questioning and challenging inequitable practices, and advocating for students marginalized by the system.…”

mentioning

confidence: 99%

“…We draw heavily on Lowery's (2020) study that outlines three general approaches to social justice leadership: silence, tempered radicalism, and revolutionary actions. Lowery (2020) distinguishes between tempered radicals and revolutionaries, with the latter confronting injustice directly, such as unapologetically sharing views, directly questioning and challenging inequitable practices, and advocating for students marginalized by the system. Lowery (2020) explains that while tempered radicals employ strategies that range from covert to overt, revolutionary social justice leaders are more indiscrete in their opposition to injustice leading to greater personal and professional risks.…”

mentioning

confidence: 99%

“…Lowery (2020) distinguishes between tempered radicals and revolutionaries, with the latter confronting injustice directly, such as unapologetically sharing views, directly questioning and challenging inequitable practices, and advocating for students marginalized by the system. Lowery (2020) explains that while tempered radicals employ strategies that range from covert to overt, revolutionary social justice leaders are more indiscrete in their opposition to injustice leading to greater personal and professional risks. We see participants in this study traversing tempered radicalism and revolutionary leadership in balancing personal risks and long-term and sustainable change.…”

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confidence: 99%

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Tempering Applied Critical Leadership: The Im/Possibilities of Leading for Racial Justice in School Districts

Shah

Aoudeh

Cuglievan-Mindreau³

et al. 2022

Educational Administration Quarterly

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How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness? How do they negotiate multiple harms in Black and Brown bodies? Purpose: Situated in between the literature on tempered radicalism and Applied Critical Leadership (ACL), this study explores the experiences of six Black and Brown mid-level and senior-level district leaders in Greater Toronto Area, in Ontario, Canada. Research Methods/Approach: We draw on counter-narrative methodologies including in-depth oral history interviews and ongoing communication with participants to explore the impossibilities and possibilities of leading for racial justice. Findings: Impossibilities include complicities and complexities, accountabilities and alliances, and different metrics, different expectations. Possibilities include present and future hopes, personal power and voice, and joy and fulfillment. Implications for Research and Practice: This study adds to the literature on critical race-tempered radicalism by offering three important shifts in perspectives about leading for racial justice that blur revolutionary leadership and ACL. These include challenging a politics of representation and the necessary change in metrics, accountability measures, and systemic necessary to demonstrate the readiness for anti-racist leadership; anti-racist leadership as messy, ambiguous, and contextual that make space for complicities and complexities of this work; and anti-racist leadership beyond anti-racist leaders, which recognizes leadership beyond any one person, role, location, or generation.

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Listening, Engaging, Advocating and Partnering (L.E.A.P): A Model for Responsible Community Engagement for Educational Leaders

Stanley

Gilzene

2022

Journal of Research on Leadership Education

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Given the current, contested political climate, growing school-community inequities, and a renewed commitment to equity and justice in the National Education Leadership Preparation standards, aspiring educational leaders need practical approaches to leading school communities toward equitable outcomes. This conceptual article offers a comprehensive and practical approach for responsible community engagement for educational leaders. The authors outline a model that provides key examples of how contemporary educational leaders might begin: listening, engaging, advocating, and partnering with community-based assets to improve the outcomes of historically disenfranchised students. This scholarship concludes with implications for leadership preparation programs and aspiring educational leaders.

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Critical Development of Courage Within Social Justice School Leaders: Silence, Tempered Radicals, and Revolutionaries

Cited by 3 publications

References 50 publications

Tempered radicalism as an approach to revisiting indigenous forms of critical human resource development

Tempered radicalism as an approach to revisiting indigenous forms of critical human resource development

Tempering Applied Critical Leadership: The Im/Possibilities of Leading for Racial Justice in School Districts

Listening, Engaging, Advocating and Partnering (L.E.A.P): A Model for Responsible Community Engagement for Educational Leaders

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