Justice, Public Scholarship, and Improvement Inquiry in the Practice of Educational Leadership

Whitaker, Ronald W.; Sakho, Jacqueline Roebuck; McCown, Rick

doi:10.1007/978-3-030-39666-4_90-1

Cited by 2 publications

(3 citation statements)

References 16 publications

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“…Further, the social justice orientation of participants may give them an advantage, as it goes beyond a "strictly special education orientation". The field of educational leadership has decades of research that demonstrate engagement with equity, diversity, and inclusion [18,[20][21][22][24][25][26][27][28]76,80,81]. This research builds on this momentum to reflect the district-level leaders' origins of their deep commitment to inclusive education as a practical way to disrupt the historically marginalizing practices and reimagine innovative approaches for justice within schools.…”

Section: Discussionmentioning

confidence: 99%

“…Limited studies address district administration [3][4][5], and this study contributes to this gap by building upon the discourse on district administrators who lead inclusive schools by examining their internal values, specifically their social justice and disability justice drive. Further, the field of educational leadership has explored equity, diversity, and inclusion [18,[20][21][22][23][24][25][26][27][28] as goals and actionable ways that school leaders can enact culturally responsive leadership, but this research centers on building-level principal leadership. This study builds on this current momentum as a way to examine the district leadership that has the responsibility for disrupting historically marginalizing practices and reimagining innovative approaches for cultural and disability justice within schools.…”

Section: Introductionmentioning

confidence: 99%

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Leaders’ Social and Disability Justice Drive to Cultivate Inclusive Schooling

Tracy-Bronson

2024

Education Sciences

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The purpose of this article is to understand administrators’ personal beliefs and experiences related to inclusive education and social justice that are critical to their commitment, the leadership provided, and types of special education services that prevail in their districts. This study is embedded within a conceptual framework centered on inclusive education, and existing theoretical framings of leadership for social justice and disability studies in education. Further, it contributes to the conversation in a recent call to reimagine educational approaches in the United States that challenge systems, focus on racial and disability justice, and serve the public good. A qualitative research methodology with in-depth interviewing as the data collection method was used to understand the lived experiences and practices of seven district-level special education leaders. It specifically looks at the leaders’ drive to carry out social justice work and their overall value-based mission of socially just, equity-oriented inclusive education at the district level. It provides a research study on (1) how leaders come to carry out social justice and disability justice work in schools, (2) poignant career events that shape their justice work, and (3) their intentions to prepare under-represented and traditionally marginalized students to engage in society. The overall premise is that since district-level leaders are vital in shaping public schooling spaces, understanding their social and disability justice grounding is critical to disrupt marginalizing practices in PreK-12.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Leaders’ Social and Disability Justice Drive to Cultivate Inclusive Schooling

Tracy-Bronson

2024

Education Sciences

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“…They are important to cultivate and sustain, especially when research indicates that many principals resist equity work, particularly race-based equity work. Resistance arises because of general discomfort, staff or community resistance, systemic limitations, concerns about politics, or internal beliefs that are antithetical to the tenets of equity (Gorski, 2019; Whitaker, 2022). Because dispositions are generally considered precursors to actions, explicitly articulating and promoting change in dispositions is important to reduce resistance and nurture equity-centered leaders.…”

Section: Nurturing Critical Dispositionsmentioning

confidence: 99%

Equity-centered school leaders

Eslinger

2023

Phi Delta Kappan

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Ohio’s Columbus City Schools developed a new urban grow-your-own principal pipeline. This pipeline emphasizes the cultivation of equity-centered principals who can address educational and social disparities in transformative and sustainable ways. Drawing from research and professional literature and from district and stakeholder engagements, author James C. Eslinger outlines six interrelated critical dispositions that need to be nurtured within school leaders. He demonstrates how these dispositions are integrated in the recruitment, preparation, and induction of aspiring and novice school leaders in the district. These dispositions are key drivers for leaders’ beliefs and practices to advance equity in schools and beyond.

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Justice, Public Scholarship, and Improvement Inquiry in the Practice of Educational Leadership

Cited by 2 publications

References 16 publications

Leaders’ Social and Disability Justice Drive to Cultivate Inclusive Schooling

Leaders’ Social and Disability Justice Drive to Cultivate Inclusive Schooling

Equity-centered school leaders

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