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.
📌 3 Maddede Bu Makale
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Amaç & Hipotez: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).
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Temel Bulgular & Veri: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.
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Sonuç & Katkı: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.
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.
FLOOD, L. D. (2017). On Becoming a Social Justice Leader: A Fictionalized Narrative Approach. Research in Educational Administration and Leadership (REAL), Cilt: 2 - Sayı: 1, 106–126. https://ajindex.com/articles/139183
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).