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is the quest for equity for all students. In order to create a integrated and socially just school, school leaders must view the role of the school as the nexus from which emanates positive dialogue to affect social change. As Dantley writes, "Schools with educational leaders who are committed to social justice have the potential to become sites that couch the engagement of students' academic work in a broader social context focused on effecting positive societal change" (p 22). Administrators, teachers, and other school staff must promote the concepts of social justice and be willing to engage in dialogue in the school and the community. Administrators must also work in collaboration with historically marginalized groups within their schools to create programs that are based on the diverse needs and beliefs of all students (Dantley, p 22). Dialogue and collaboration between groups is the first step toward enacting societal change within the school system.

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School leaders must work to combat false narratives from affecting the policies and procedures in their buildings. Mark A. Gooden writes that one of the most significant false narratives affecting the school system today is the concept of the Black male as "bad" or violent, as is reflected by the disproportionate amount of Black male students receiving discipline referrals, suspensions, and expulsions (p 74). Instead of continually punishing Black males and other historically marginalized groups, administrators should work with those students to create culturally responsive curricula and procedures that represent and affirm their collective experiences. As Gooden writes, school leaders must have "an awareness that there are systems in place that often support the dominant narrative, sometimes in very subtle ways" (p 80). Administrators must be willing to acknowledge the counternarratives of marginalized groups within their schools and use them to inform everything from their discipline procedures to the content of their curricula.

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Social Justice in pop culture is more like this:

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Social Justice in pop culture is more like this:

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Janelle Monae's "Hell You Talmbout" addresses some of the core concepts of the Black Lives Matter movement by naming Black Americans that were killed by police and demanding the listeners "say [their] names." The song is both a protest against police brutality and rallying cry in support of the movement. This is an example of a counternarrative in pop culture.

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Janelle Monae & Wondaland Perform "Hell You Talmbout" at Highline Ballroom

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Kendall Jenner's ad for Pepsi is an attempt by corporate executives to capitalize on the groundswell of political activism in the youth culture. Because it is from the dominant culture's perspective, however, the result is a saccharine, sycophantic interpretation of what social justice is and what it looks like.

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Social Justice in schools probably doesn't look like this:

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Social Justice in schools probably doesn't look like this:

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This quote was on the "Tinkle Tales" newsletter in the bathroom at the school where I work. This is an example of the perpetuation of false narratives in a school setting. The quote suggests that marginalized groups exist because of choices they have made and disregards that they have been impacted by a history of systematic oppression.

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Social justice in schools looks like this:

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Social justice in schools looks like this:

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Capper, Rodriguez, and McKinney's "Leading Beyond Disability: Integrated, Socially Just Schools and Districts" lists seven aspects of integrated, socially just schools. These aspects include school practices that benefit all students, and classroom placement and participation in extracurricular activities that proportionately reflect the overall school population. Leaders must recruit highly-qualified and diverse school personnel and work in collaboration with them to create rigorous and culturally responsive curricula. They must also view social justice in a broad scope, including a plan for implementation within the school and community outreach (p 189). The goal is to create a school environment in which all students, regardless of ability, economic status, or ethnic and racial background feel represented in the curriculum and are provided with the materials and accommodations necessary to ensure their success.