On Becoming a Social Justice Leader: A Fictionalized Narrative Approach

Yıl 2017, Cilt: 2 Sayı: 1, 106 - 126, 15.07.2017

Lee D. Flood

https://doi.org/10.30828/real/2017.1.6

Cited By: 1

Öz

The purpose of the study was to examine the
experiences and influences that aided, prompted, and informed a principal in
the south-western United States to act as a social justice leader with a keen
focus on creating equitable conditions and outcomes for marginalized students
within his school (Bruner, 2008). By employing a fictionalized narrative
approach to findings, the aim of this study was to illuminate the shadows
around the formal position to more fully understand what experiences caused an
educational leader to act with and focus on social justice in his formal
capacity as a high school principal. Findings highlighted that parental
upbringing, experiences while in college, a competitive nature reinforced
through athletics, and a meaningful relationship with a mentor all had a
profound influence on the participant’s orientation to and belief in reducing
inequities in his school and providing opportunities for all of his students. 

Anahtar Kelimeler

Social justice Leadership, Fictionalized narrative

Kaynakça

• Bettez, S. C. & Hytten, K. (2013). Community building in social justice work: Acritical approach. Educational Studies, 49(1), 45-66.
• Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high risk, low trust times? Journal of School Leadership, 12(2), 198-222.
• Blackmore, J. (2009). Leadership for social justice: A transnational dialogue. Journal of Research on Leadership Education, 4(1), 1-10.
• Bogotch, I. E. (2000). Educational leadership and social justice: Theory into practice. Revised version of a paper presented at the annual conference of the University Council for Educational Administration, Albuquerque, NM. ERIC document no. ED 452 585.
• Bogotch, I. E. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138-56.
• Bogotch, I., & Shields, C. M. (2014). Introduction: Do promises of social justice trump paradigms of educational leadership? In I. Bogotch & C. M. Shields (Eds.), International handbook of educational leadership and social (in) justice (pp. 1-12). Dordrecht, Netherlands: Springer.