Our labor of love: Socially just leadership education as civic leadership development

Abstract

The chapter authors argue there is a distinct relationship between socially just leadership education and civic engagement, which transforms inequitable work to interrupt and reconstruct unjust systems and organizations through curricular learning and engagement. To cultivate advocacy, activism, and engaged citizenry, higher education administrators, faculty, and staff have a responsibility to engage practices for socially just leadership learning and development of college students through curricular and co‐curricular experiences.

Research on the Effectiveness of Labor Education for College Students Based on Big Data Technology

“…LE is an important part of the comprehensive education system, which is conducive to laying the foundation for the four educations of morality, intelligence, physical fitness, and beauty. Literature [9] believes that LE helps to solve the problem of the disconnection between higher education personnel training and social needs.…”

A contemporary view of civic leadership: Understanding college student perspectives and addressing barriers of service and engagement

“…Ganz and colleagues (2010) described leadership as accepting the challenge to reach a shared purpose or outcome. When engaged in civic leadership, there are positive outcomes associated with impacting the common good, including helping college students better understand diversity (Bowman, 2011), increased awareness of advocacy and activism (Collins et al., 2021), and enhanced preparation to make change in their communities (Brungardt et al., 2006). A greater sense of belonging to a community can relate positively to mental health impacts and emotional engagement, mark increases in engaging behaviors, and improve the daily experiences of others (Gillen‐O'Neel, 2021; Osterman, 2023).…”

Finding Growth Zones: Socially Just Leadership Learning, Developmental Readiness, And Zones of Proximal Development

“…Moreover, developmental readiness considers learners' concepts of identity, knowledgebase, and metacognition in curriculum development (Avolio, 2016). These considerations help manifest the ways curriculum and dialogue are scaffolded to engage college students in social justice and leadership in curricular and co‐curricular spaces (Collins et al, 2021). Without these intentional considerations, educators may leave students unprepared to engage in more complex and challenging concepts, thus reluctant or even hostile to socially just leadership learning.…”