On Becoming a Social Justice Leader: A Fictionalized Narrative Approach

Year 2017, , 106 - 126, 15.07.2017

Lee D. Flood

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

Cited By: 1

Abstract

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. 

Keywords

Social justice Leadership, Fictionalized narrative

References

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