Social Justice Leadership and Inclusion

DeMatthews, David E.; Mawhinney, Hanne B.

doi:10.1177/0013161x13514440

Cited by 178 publications

(52 citation statements)

References 41 publications

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“…While the literature on superintendent leadership generally underscores the importance of the superintendent as a "democratic-political leader" skilled at engaging in community and state politics (Kowalski, 2001;Kowalski et al, 2010;Kowalski & Björk, 2005), few empirical studies have identified specific instances where superintendent's successfully influenced statewide policy in the name of a social justice reform. This finding is also important as it relates to scholarship focused on social justice leadership, which often emphasizes the importance of consciousness and recognition of injustices, but overlooks many of the structural and technical challenges to educational leadership that can cripple any equity-oriented reform before it gets off the ground (DeMatthews, 2016;DeMatthews & Mawhinney, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, the internal and external challenges as well as the social justice dilemmas confronted by principals in schools (DeMatthews, 2016;DeMatthews & Mawhinney, 2014) is also germane to understanding social justice leadership for the superintendent. Unpacking the complexity of social justice further elucidates its applicability and pertinence to superintendents.…”

Section: Superintendents As Social Justice Leadersmentioning

confidence: 99%

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Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border

DeMatthews

Izquierdo

Knight

2017

EPAA

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Abstract:The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy resea rch. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that "disappeared" hundreds of Mexican and MexicanAmerican students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies Education Policy Analysis Archives Vol. 25 No. 1 2 specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research. Keywords: bilingual education; dual language education; superintendent; social justice; leadership Corrigiendo errores pasados: El liderato enfocado en la justicia social de un superintendente para la educación en dos idiomas a través de la frontera de México y los Estados Unidos Resumen: El rol de los superintendentes en la adopción y el desarrollo de la educación bilingüe y otras reformas orientadas a la equidad que apoyan las necesidades especiales de los estudiantes bilingües es una área relativamente inexplorada en el liderato educativo y en la investigación de las pólizas educativas. Este artículo examina cómo un superintendente en el Distrito Escolar Independiente de El Paso (EPISD) se involucró en el liderato para abordar las injusticias contra los bilingües emergentes Mexicanos y México-Americanos a través de la implementación de la educación dual en todo el distrito. EPISD proporcionó un sitio estratégico para este estudio debido a que la administración y el superintendente anterior formaron parte de "un escándalo de trampa en exámenes que resulto en la desaparición" de cientos de estudiantes Mexicanos y México-Americanos. Este estudio destaca el importante rol que desempeña el superintendente en el apoyo a reformas escolares orientadas a la equidad, como la educación en dos idiomas, identifica acciones y valores específicos pertinentes al liderato de justicia social a nivel distrital y describe las maneras en que los líderes pueden aprovechar de las oportunidades políticas, formulando injusticias educativas de manera que movilizan a las partes interesadas y utilizan las redes y movimientos de base para la justicia social. Este artículo concluye con implicaci...

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Section: Discussionmentioning

confidence: 99%

Section: Superintendents As Social Justice Leadersmentioning

confidence: 99%

Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border

DeMatthews

Izquierdo

Knight

2017

EPAA

Self Cite

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“…Effecting such a change from generic to social justice leadership involves many challenges, which might even be paralyzing for principals (DeMatthews & Mawhinney, 2014). Principals have also been found to compromise on some of their religious obligations for social justice, which Marshall and Oliva (2010, p. 143)…”

Section: Challenging Timesmentioning

confidence: 99%

Untitled

2019

REAL

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Brooks (2008) argues that, 'Justice is both an abstract "big" idea and also a concrete "little" idea' (p. 8) and is understood as a process or a way of "ethical living" in a diverse society' (Furman & Shields, 2003, p. 1358). Social justice then is "where all members of a society, regardless of background or procedural justice, have basic human rights and equal access to the benefits of their society" (Hemphill, 2015, p. 2). Educational leadership for social justice is leadership that ensures fairness in rights and access to the educational benefits of one's society. However, the processes and systems for ensuring fairness are open to various interpretations, are influenced by leaders' conception of social justice and may be seen as complex and contextualized endeavors (Arar, Ogden, & Beycioglu, 2019). Consequently, educational leadership for social justice is a bold undertaking. Educational leadership for social justice assumes that those who are assigned formal leadership roles pay attention to issues of equity and ensure that the power that resides within the social structures of education are more responsive to the rights of citizens (Miller, Roofe, & García Carmona, 2019). As stated by Theoharis (2007), at the heart of educational leadership for social justice are leaders who "…. advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing condition" (p. 223). Furthermore, Corbett (1976) notes that in order to do justice one cannot work alone, one needs a community approach. This community approach involves all education stakeholders giving attention to issues of equity and fairness in how policy is designed, how educational leaders practice leadership and the types of partnership relationships that are formed and leveraged among stakeholders to support leading for social justice. The papers in this special issue lead us to examine a range of issues associated with two broad areas of educational leadership for

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“…Bruce (2013, p. 608) urges leaders to work against the 'damaging cultural cycle of hostility and invisibility' for LGBT persons. Social justice leaders who recognize policies and systems that perpetuate inequalities, take action (DeMatthews & Mawhinney, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%