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Leadership for Social Justice: Core Beliefs

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Leadership for Social Justice: Core Beliefs

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Leaders who strive for a socially just environment, specifically in the field of education, should serve and strengthen the community, recognize inequities, and engage beyond the students. Ethics and morals should also be a main contributing factor of the methods in which the leader chooses to connect with their community, as they must inspire and motivate in order to engage. "The leadership that counts, in the end, is the kind that touches people differently. It taps their emotions, appeals to their values, and responds to their connections with other people." (Sergiovanni, 2000, pg. 270)

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Jennifer Simpson - Higher Education and Social Justice

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Jennifer Simpson - Higher Education and Social Justice

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Jennifer Simpson, Associate Professor of Speech Communication at the University of Waterloo, briefly discusses the importance of social justice education and how social challenges contribute to an engaging and thought-provoking opportunity.

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Jennifer Simpson - Higher education and social justice

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Educational leaders serve beyond the students in their classroom. Leaders are "actively engaging in reclaiming, appropriating, sustaining, and advancing inherent human rights of equality, equity, and fairness" (Goldfarb, Grinberg, 2002, pg. 162) and these actions ripple outwards - from the classroom, to homes, and outwards to the community. Leaders should create an environment where various views, cultures, and ideologies are welcomed to be voiced freely and equally, and they are to "serve the needs and expectations of the community as defined by its members." (Dantley, Tillman, 2010, pg. 22). Engagement is not limited to drawing the attention of students; leaders should be active in finding ways to connect with students as individual representatives of the community and building on those connections in order to develop a strong positive relationship with the student body and community as a whole.

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As important as it is for leaders to facilitate an environment in which the community can freely voice and share their thoughts, it is also important for leaders to be able to recognize "that the inequities and struggles experienced in the wider society affect one's ability both to perform and to succeed within an organizational context." (Shields, 2010, pg. 568) Leaders must understand that a supportive and equity-driven environment may not always extend beyond the classroom; students' performance within the classroom may not accurately depict their true capacity to succeed because of factors at home, work, or in their community. It is important for leaders to properly identify these factors and not isolate or marginalize students because of them.

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Leaders should "establish collaborative, decision-making structure and offer opportunities" for students to freely share their thoughts. (Cooper, 2010, pg. 188) Engaging students and developing meaningful connections with them distinguishes a good leader from a great one. Engagement should not only be directed towards students, but towards families and the community as well. "Building partnerships across dimensions of diversity" not only improves student achievement, but also strengthens the community as well as the cultures that comprise it. (Scanlan, Theoharis, 2015, pg. 3)

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Transformative Leaders focus on the "material realities of students' lives both in and outside of school and in which they focus not only on preparing students for academic achievement but on citizenship more broadly defined." (Shields, 2010, pg. 581) While leaders must build "strong and positive relationships that permit the identification of what each child needs to become successful," (pg. 582) these leaders must also be careful not to create a hypersensitive environment that is often present in online communities and in social media.

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In order to create an engaging, morally driven environment that recognizes inequities and actively works to strengthen the classroom and community, leaders must take a transformative approach to academic achievement as well as the relationships they create with the society in which they function. Inspirational leaders promote collaboration, equality, and fairness, as well as recognizes the differences that must coexist in order for leadership for social justice to succeed.

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Sergiovanni, T. J. (2000). Leadership as stewardship. In M. Fullan (Ed.), In The Jossey-Bass reader on educational leadership. San Francisco, CA: Jossey-Bass.

Simpson, Jennifer [ArtsFaculty]. (2012, May 17). Jennifer Simpson - Higher Education and Social Justice. Retrieved March 26, 2018 from https://www.youtube.com/watch?v=hD31mTYoO5c

Goldfarb, K.P., & Grinberg, J. (2002). Leadership for Social Justice: Authentic Participation in the Case of a Community Center in Caracas, Venezuela. Journal of School Leadership.

Dantley, M, E. & Tillman, L, C. (2010). Social justice and moral transformative leadership. In C. Marshall & M. Oliva (Eds.), Leadership for Social Justice: Making Revolution in Education (2nd ed.) (pp. 19-34). Boston, MA: Allyn and Bacon.

Shields, C.M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46.

Cooper, C.W. (2010). Educational leaders as cultural workers: Engaging families and school communities through transformative leadership. In S.D. Horsford (Ed.), New Perspective in Educational Leadership: Exploring Social, Political, and Community Contexts and Meaning (pp. 173-195). New York, NY: Peter Lang.

Scanlan, M. & Theoharis, G. (2015)Intersectionality in educational leadsdzhip. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse Schools (pp.1-10). New York, NY: Routledge.

Kolhatkar, Neel [Kolhatkar, Neel]. (2015, November 9). Modern Educayshun. Retrieved March 26, 2018 from https://www.youtube.com/watch?v=iKcWu0tsiZM

Counseling Psychology Students Create Social Justice Committee. (2018, March 13). Retrieved March 26, 2018, from https://morgridge.du.edu/counseling-psychology-students-create-social-justice-committee/