The Self in Social Justice: A Developmental Lens on Race, Identity, and Transformation

Abstract

In this essay, Eleanor Drago-Severson and Jessica Blum-DeStefano add a new dimension to the literature on social justice in education and constructive-developmental theory by exploring how adult developmental theory can shed new light on the challenges and opportunities of teaching and leading for social justice. Drawing from their decades of research and teaching about leadership that supports educators' internal capacity building, they posit that adults' qualitatively different ways of knowing—or developmental meaning-making systems—will influence how they understand diversity of all kinds, as well as what it means to teach and/or lead for social justice. Given the imperatives of equity and access in educational institutions, US society, and the world, this essay aims to help us better understand how to support diverse adults in their efforts to serve all students well and to work more collaboratively and productively across lines of difference.

Preparing School Leaders to Confront Opportunity Gaps in Suburban Districts

“…In developing "buy-in" from their schools, successful transformational leaders understand that a solely intellectual analysis of equity issues or simple reviews of data will not necessarily lead to the commitment to do the work required to make changes in educators' practices (Elmore, 2004). Critical race theory (CRT), however, contends that reflection on and sharing of personal narratives around power and privilege can help foster understanding about the effects of racism on individuals and on society (Drago-Severson & Blum-DeStefano, 2017;Ladson-Billings, 1998). Such communication activities can increase staff self-awareness around beliefs and biases, encourage the consideration of opposing viewpoints, and develop the empathy needed to secure support for change (Drago-Severson & Blum-DeStefano, 2017;Freire, 2000;Ladson-Billings, 1998).…”

“…The acknowledgment of cultural differences among students as conveyed through curricular content, resource selection, flexible communication, and assessment styles are linked to increased engagement and achievement by minority students (Delpit, 2006;Flores, 2007;Gay, 2002Gay, , 2013. Again, training may be required to help educators to learn ways to honor the varied backgrounds of their students through diverse curriculum and the use of culturally inclusive materials (Drago-Severson & Blum-DeStefano, 2017;Gay, 2013;González et al, 2005).…”

“…Beliefs and practices can be highly resistant to change (Hynds, 2010;Torff, 2011). Effective transformational leaders plan professional development opportunities by considering constructive-developmental theory and the stages of meaning-making by adults, taking into account how developmental needs, learner readiness, and communication styles impact adult learning (Drago-Severson, 2009;Drago-Severson & Blum-DeStefano, 2017). They realize that new learning occurs after prolonged and repeated exposure gained through continual dialogue and skill reinforcement (Hynds, 2010;Johnson & Uline, 2005).…”

“…They do not rely on transactional activities, or those that only impact parts of the system, such as onetime workshops, celebrations of diversity, or anti-prejudice assemblies when attempting to change complex, pervasive practices in their schools (Leistyna, 2001). Instead, they work to infuse organizational learning into the culture of the school and expect the participation of everyone who impacts the daily academic, emotional, and social wellness of students (Drago-Severson, 2009;Drago-Severson & Blum-DeStefano, 2017;Fiarman, 2016).…”

“…Transformation of schools implies changes in mission and culture that are so broad and deep that all members of the school community are impacted. To do this effectively, central office administrators may require training to ensure that they can model and lead others in selecting and interpreting data, oversee the development of culturally responsive curriculum and pedagogy, set realistic improvement targets, and hold their schools accountable for meeting school improvement goals (Drago-Severson & Blum-DeStefano, 2017). Principals must provide encouragement and oversight to insure the implementation of the changes in practice identified through professional development (Johnson & Uline, 2005).…”