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One of the most powerful thoughts I have reflected on in this class is knowing my biases and if they hindering me in any way. Shields (2010) states, "the concept has been expanded to emphasize the need to deconstruct and reconstruct knowledge frameworks as to "develop an appreciation of our own culture and the associated privileges and powers" (as cited in Taylor, 2006, p. 92) (p. 566). This is another tool that I will add to my repetoire of leadership skills as I continue to learn from colleagues and peers.

The "Universal of Declaration of Human Rights" is also another form of self-awareness in relation to social justice issues. Many thoughts come to mind and my view on things we take for granted radically changed. Access to healthcare, education, property, freedom of expression, to practice your religion, etc.

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The education of children should involve their families and be seen as stakeholders. Cooper (2010) states even though there is a consensus amongst educators and policy makers that families can "help increase students' motivation and learning" (as cited in Constatino, 2003; Tutwiler, 2005) (p. 175), families are not involved enough.

"A collaborative approach to engaging families that seeks to build community, bridge cultural differences between families and schools, foster dialogue, and share power is rare." (Cooper, 2010, p. 173)

Teachers and professionals that are trained and are able to redirect students to reflect on their own perspectives and biases is so invaluable. "Schools can become the arenas of struggle among multiple points of view, ideologies, and teleology, and social justice leaders facilitate an environment where these perspectives are welcome and given free course to be voiced." (Dantley & Tillman, 2010, p. 22)

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Reflecting on the various leadership styles, there is no style that "fits all" when it comes to leading an organization or a group of people. I do believe leadership for social justice needs a combination of transactional, transformational, and stewardship leadership styles. Our styles are also reflections of our own experiences, both good and bad. As a Mexican-American woman, my leadership style is influenced by the injustices I have witnessed and experienced. Through this, I hope to learn as much as I can in order to understand, question and lead with compassion.

Leaders "shape and are shaped" (Gardner, 2000, p. 3) and this is something very powerful, especially as it pertains to the influence component of leadership. Leaders create ripples that can be seen immediately but can also leave an imprint that future generations will benefit from. They "may see little result from heroic efforts yet may be setting the stage for victories that will come after them." (Gardner, 2000, p. 10)

Scanlan and Theoharis (2015) state that learning is not an individual act but rather learning is "powerfully affected by those around us as well as by contextual influences" (p. 5). As I think about how I gain my knowledge, I reflect on my communities of practice (COPs) (Scanlan & Theoharis, 2015) and the need to continue expanding, connecting and networking.

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Leadership for social justice is having the courage to be critical of your own person and of society, pausing and reflecting, having a vision, and overall self-awareness that your efforts contribute to a cause greater than most care to understand or believe in.

As educators and practitioners, we hold a responsibility to continue educating and empowering our youth. Social justice issues are critical to understanding why we continue to hear the same narratives in marginalized communities. What are their stories? Why do they continue? What are we doing to break this cycle? Am I aware of my own biases and privileges? Who is listening?

I firmly believe education empowers not only the student, but families and future generations. Families are essential in supporting students in their educational journey.

"Schools should not be viewed as ordinary communities but as communities of learners." (Sergiovanni, 2000, p. 274)

If schools should be viewed as communities of learners, what do we want our students to learn?

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Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege

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Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege

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https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity-power-and-privilege/

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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.

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.

Gardner, J. W. (2000). The nature of leadership. In M. Fullan (Ed.), The Jossey-Bass
reader on educational leadership (pp. 3-12). San Francisco, CA: Jossey-Bass.

Goldbach, J. (2017, October 25). Diversity Toolkit: A Guide to Discussing Identity, Power and
Privilege. Retrieved from https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-
discussing-identity-power-and-privilege/

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

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

Shields, C.M. (2010). Transformative leadership: Working for equity in diverse
contexts. Educational Administration Quarterly, 46, 558-589.

The Universal Declaration of Human Rights [Video File]. Retrieved from
https://youtu.be/mvL_6fXECP4

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"We need to help students and parents cherish and preserve the ethnic and cultural diversity that nourishes and strengthens this community - and this nation." —Cesar Chavez

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“Do what you feel in your heart to be right—for you’ll be criticized anyway. You’ll be damned if you do,and damned if you don’t.” —Eleanor Roosevelt

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The Universal Declaration of Human Rights

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The Universal Declaration of Human Rights

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The Universal Declaration of Human Rights