Becoming an Educational Leader for Social Justice: A Micro/Meso/Macro Examination of a Southern U.S. Principal

Year 2017, , 54 - 76, 15.07.2017

Stephanie B. Ogden

https://doi.org/10.30828/real/2017.1.4

Cited By: 2

Abstract

This descriptive case study examined how a
principal in an urban elementary school in the southern United States became a
leader working for social justice in education. The principal cited her
parents’ values as contributing to her own seemingly countercultural beliefs
and behaviors relating to racial and ethnic diversity, and described schools as
essentially middle class phenomena, requiring students and teachers on either
side of the class divide to become bicultural. The principal enacted a vision
for empowering her students with the same support and freedom of choice
available to members of more privileged segments of society. Evidence of
interdependent micro, meso, and macro contexts, nonlinearity, and
self-organization in the complex system relate the framework of the study to
theories of complex systems, offering opportunities to apply understandings of
complex systems to the problems of social justice leaders.

Keywords

Complex systems in education, Social justice leadership

References

• Angelle, P. S., & Ogden, S. B. (2014). Social justice beliefs and behaviors: A macro/meso/micro look at one urban and one rural principal. Paper presented at the University Council for Educational Administration (UCEA) annual convention, Washington, DC.
• Barbera, E. (2004). Quality in virtual education environments. British Journal of Educational Technology, 35(1), 13-20.
• Bar-Yam, Y. (2004, March). Multi-scale variety in complex systems. Complexity, 9(4), 37-45.
• Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.