# data[].attributes.body
Social Justice is the intersection of race, ethnicity, gender, sexual orientation, socioeconomic status, ability, language, and and more. All aspects must be equal and active components of social justice work, as they have direct connections to and impacts on one another.  No student can be defined by just one descriptor or label. Their education and the learning community must be reflective of all elements of their experience.

# data[].attributes.body
To inspire is remarkable, but to empower is life changing. A leader must not be the voice of the people, but the microphone through which their voices, stories, and experiences are amplified. Leaders must speak their truth but not claim the experiences of others as their own, rather allow them to speak on their own behalf with the support from those with privilege, power, and platform. In order for this to be effective, leaders must earn the trust of the oppressed through engagement, empathy, and honesty. Developing student voice will not only change the dynamic of a school building, but change the lives of students.

# data[].attributes.body
Social Justice Leaders likely have not experienced firsthand oppression in all areas of intersectional social injustice. In order to be impactful in social justice work, leaders must be active listeners and learners in all areas of social injustice, particularly in areas which are not part of their own experience. Leaders must place value in the lived experiences of others and empathize with the challenges and triumphs of all who are oppressed. Students must be allowed time and space for free and safe expression as well as opportunities for social-emotional learning and development so that they may emerge as empathetic leaders.

# data[].attributes.body
To inspire is simply not enough. Inspiration is admiration from afar, gazing in awe of another, but not in awe of oneself. A leader must engage the masses, connecting to their deepest challenges and motivating them to take a stand. This kind of leader taps into the strength and power of others and earns their trust by ensuring they feel seen and heard.

This requires a leader to be actively involved in the work, in the trenches with their comrades. A classroom principal, not an office principal, is truly engaged in the school community (Sergiovanni, 2013).

# data[].attributes.body
In theatre, actors are told to "make bold choices". I heard this growing up performing constantly, but never truly applied it to my own life until I was confronted with the injustices my students experienced. Stepping up as a social justice leader is a bold choice which does not ignore the consequences, but recognizes that they are worth it to achieve the desired outcome.

# data[].attributes.headline
“[We] allow general education classrooms to be places where only some differences are tolerated, where only some students can achieve. This has powerful implications, not only for students with disabilities, but also for students whose race or ethnicity, home language, gender, sexual orientation, socioeconomic status, or even learning style differs from that supported by the dominant cultures of our schools.” 

# data[].attributes.subject
“[We] allow general education classrooms to be places where only some differences are tolerated, where only some students can achieve. This has powerful implications, not only for students with disabilities, but also for students whose race or ethnicity, home language, gender, sexual orientation, socioeconomic status, or even learning style differs from that supported by the dominant cultures of our schools.” 

# data[].attributes.body
(Capper, Rodriguez, and McKinney, 2012)

# data[].attributes.headline
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. It is a morally based leadership - a form of stewardship." 

# data[].attributes.subject
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. It is a morally based leadership - a form of stewardship." 

# data[].attributes.body
(Sergiovanni, 2013)

# data[].attributes.headline
“Antiracist school leaders are those who not only advocate for children of color but also empower others to acknowledge, interrupt, and dismantle racism.”

# data[].attributes.subject
“Antiracist school leaders are those who not only advocate for children of color but also empower others to acknowledge, interrupt, and dismantle racism.”

# data[].attributes.body
(Gooden, 2018)

# data[].attributes.body
Malala Yousafzai has emerged as a global leader and youth advocate. Her activism is a master class in courage and compassion.

# data[].attributes.body
Kendrick Lamar's performance at the 2016 Grammy Awards is a powerful criticism of the United States criminal justice system while celebrating African American culture. The balance of optimism and despair in his performance uniquely inspired the audience. Lamar serves as a voice for social justice through his music.

# data[].attributes.body
New Zealand Prime Minister Jacinda Arden in solidarity with her country following an act of domestic terrorism. Her response was empathetic and proactive, acting quickly to comfort citizens of New Zealand while enacting gun reform to prevent future loss of life.

# data[].attributes.body
In the wake of profound tragedy, the students of Marjory Stoneman Douglas High School in Parkland, Florida recognized their privilege and used their platform to rally the nation around gun violence prevention. The March For Our Lives included youth leaders from all over the nation speaking on their experiences with gun violence in their communities and families.

# data[].attributes.body
John Lewis has dedicated his life to public service and social justice, concentrated on legislative change and peaceful protest.

# data[].attributes.body
Capper, C. A., Rodriguez, M. A., & McKinney, S. A. (2012). Leading Beyond Disability: Integrated, Socially Just Schools and Districts. In B. L. Pazey, The Role of Special Education Training in the Development of Socially Just Leaders: Building an Equity Consciousness in Educational Leadership Programs (pp. 175-193).

Gooden, M.A., Davis, B.W., Spikes, D. D., Hall, D. L., Lee, L. (2018). “Leaders Changing How They Act by Changing How They Think: Applying principles of an anti-racist principal preparation program. Teachers
College Record, 120, (pp. 1-26).

Sergiovanni, T. J. (2013). Leadership As Stewardship. In M. Grogan, The Jossey-Bass Reader on Educational Leadership (pp. 269-286).