Exploring the Intersectionality of Multiple Centers within Notions of Social Justice

Abstract

Our hope for creative living in this world house that we have inherited lies in our ability to reestablish the moral ends of our lives in personal character and social justice. Without this spiritual and moral awakening we shall destroy ourselves in the misuse of our own instruments.

School Leadership: Implicit Bias and Social Justice

“…Educational leadership for social justice is conceptualized in various theoretical frameworks and will be discussed here through a transformative lens. Transformative theories of social justice address relationships, flexibility, and morality (Dantley, Beachum, & McCray, 2008). The effects of implicit bias in schools are relationshipbased and often demonstrative of inflexible thinking and faulty moral judgment.…”

“…The language of social justice in K-12 school leadership is much more evident and widespread in today's educational lexicon. While this is generally a positive development, social justice as a concept remains vulnerable to becoming too watered down (Gorski, 2006), apolitical (English, 2008), or so theoretical that it is beyond the practical use of leaders in schools (Dantley et al, 2008). While social justice is a concept that can have a complex theoretical orientation (Radd, 2008); it can also have a powerful pragmatic impact on schools.…”

“…Some overemphasized race, some gender issues, and others social class. In agreement, Dantley et al (2008) wrote:…”

The Relationship between Social Justice Leadership, Trust in Principals and Student Motivation

“…Rucinski and Bauch (2006) contend that social justice aims to eliminate social and cultural inequalities available in society. In this regard, Goddard (2007) emphasises that social justice leaders call attention to injustice related to racism, poverty and discrimination; Dantley et al (2009) state that such leaders consider interpersonal relations and have holistic and moral perspectives. In the context of school, Freire (1990) and Marshall et al (2010), on the other hand, argue that it is the moral duty of educators to offer all students democratic and equalitarian education.…”

Rektorutdanningens potensial i en flerkulturell kontekst

“…Kunnskap om ledelse refererer til hva ledere skal ha kunnskap om og forståelse av (Branson, 2007a). Det sentrale her er hva en leder «vet» (Branson, 2007a(Branson, , 2007bDantley, Beachum & McCray, 2008;Lalas & Valle, 2007;Mitra, 2004Mitra, , 2009). Capper et al (2006) argumenterer for at skoleledere må ha kunnskap om hva forskning peker på som kan skape likeverdige laeringsbetingelser for alle elever.…”