Leadership for Social Justice: Authentic Participation in the Case of a Community Center in Caracas, Venezuela

Abstract

This is a case study of a leader who fosters authentic participation for advancing social justice in an urban community center in Caracas, Venezuela, located in the midst of poverty, marginality, and social and economic alienation. This educational space enables the local community to control the destiny of their own institution. Learning from this case, we argue that urban educational transformation might succeed in terms of practicing social justice, if leadership facilitates and creates urban sanctuaries by working with the communities and not on the communities; fosters an organizational structure that is flexible and democratic; and creates a safe (trusting) environment where the local community is engaged in authentic participation.

Social Justice Educational Leaders and Resistance: Toward a Theory of Social Justice Leadership

“…A recurring theme from these schools and from the literature on school change is that exemplary leadership helps point to the necessity for change and helps make the realities of change happen (Bell, Jones, & Johnson, 2002;Blackmore, 2002;Bogotch, 2002;Fullan, 1993;Goldfarb & Grinberg, 2002;Grogan, 2002aGrogan, , 2002bLyman & Villani, 2002;Rapp, 2002;Riester et al, 2002;Solomon, 2002). A recurring theme from these schools and from the literature on school change is that exemplary leadership helps point to the necessity for change and helps make the realities of change happen (Bell, Jones, & Johnson, 2002;Blackmore, 2002;Bogotch, 2002;Fullan, 1993;Goldfarb & Grinberg, 2002;Grogan, 2002aGrogan, , 2002bLyman & Villani, 2002;Rapp, 2002;Riester et al, 2002;Solomon, 2002).…”

“…The definition of social justice leadership for this study was informed by the work of Gewirtz (1998) as well as Goldfarb and Grinberg (2002), who collectively center issues of social justice on an ultimate concern for situations of marginalization. Bogotch (2002) put forth a challenge in which the definition of social justice cannot be separate from the practices of educational leadership.…”

From preservice leaders to advocacy leaders: exploring intersections in standards for advocacy in educational leadership and school counselling

“…Along with Goldfarb and Grinberg (2002), and Theoharis (2007), we believe that leadership for social justice is 'the exercise of altering [institutional and organizational] arrangements by actively engaging in reclaiming, appropriating, sustaining, and advancing inherent human rights of equity, equality, and fairness in social, economic, education, and personal dimensions' (Theoharis, 2007, p. 162). We agree with Bogotch (2002) that educational leadership theory and practice and social justice are inextricably linked.…”

Woven in Deeply

“…With this purpose in mind, I will provide the operational definition of leadership for social justice used in this endeavor, the research questions used to frame this analysis, the research methodology of the qualitative study on which this article is based, the findings from the analysis, and a discussion of this type of leadership. Blackmore (2002), Bogotch (2002), Dantley and Tillman (2006), Furman and Gruenewald (2004), Gewirtz (1998), Goldfarb and Grinberg (2002), Marshall and Ward (2004), and Theoharis (2007) all provided definitions of leadership for social justice. Gewirtz described social justice as a response to disrupting and subverting arrangements that promote marginalization and exclusionary processes.…”