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There is a phrase that I came across while researching for this project, that social justice is a process and not an outcome.  Given the conversation during class on 3/27/19, the question of “hope” was brought up by Dr Fuller-Hamilton and asking “if we have hope in light of the current state of education in the United States?”  Reflecting on this thought of social justice as process not outcome, through the discourse and analysis in this course, it is becoming clear to me that social justice is very much a “doing act” rather than something one talks about.  If I am “doing social justice” then I am part of the process of social justice.  It becomes cyclical, a feedback loop, which can create more social justice by the impact of the actions of my initial “doing social justice.”  Which to me seems like a very hopeful way of experiencing a career in educational leadership.  With that in mind, social justice leadership as I understand it, can be summarized as “one must do what they can where they can, to build more just and equitable schools for all students in all cities and towns regardless.”

Sergiovanni states that 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 connection with other people.”  To me this means that a social justice leader must show up to work and in the community as their authentic selves and be ready to serve students, staff and community.  I have found that this authenticity of self, toward those we lead, that Sergiovanni discusses, to be the backbone of how I have worked in education.  For students this could mean that my leadership has allowed for classrooms, teachers and facilities that meet all students needs and learning styles.  For staff this could mean ensuring that teachers have the tools and a school climate where teachers are actively engaged in educating all students.  Lastly, community members feel that the school is place that goes beyond the education of the students and becomes a community resource; providing services, as well as, a location for active community engagement that furthers the mission of educating all students in the school.

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My social justice leadership has strived as Shields states, to “create an environment in which recognition, respect and absolute regard for all individuals are commonplace.”  I believe that in my current role as a TRIO Success Coach, serving low-income, first generation or students with a disability, that I must assist all of my students, regardless of class, sexual orientation, color, in feeling at ease and respected in our offices.  By providing a place where all students feel recognized and respected, one creates a space where students have an opportunity to safely explore new majors, navigate their emotions, connect with others from similar backgrounds, and build a community of learners.  I extend the environment to my fellow co-workers during meetings, planning sessions and curriculum meetings.  I strive to regularly and genuinely acknowledge the good work of my colleagues and my students.  This can be done in many ways, such as informal verbal acknowledgement of a great idea or effort to more formal acknowledgement of accomplishments such as a photo “wall of fame” for our TRIO graduates or end-of year awards for employee contributions.  You have to show those around you that you lead that you hear and see them as well as respect and care for them.

I heard a quote many years ago from the actor Alan Alda, he said that “real listening is a willingness to let the other person change you.”  This line was often shared by my Tai Chi Chuan instructor as part of our lessons to become a better Tai Chi player.  I have also found this piece of advice to be indispensable in my time in public education.  April Peters states that  “Transformational Leadership is dependent upon a leaders deep understanding of how these elements of people (personnel), place (context) and process (transactional leadership) are also important to the work of principals and school leaders.”  I find that for me to have a deep understanding, I must listen and ask questions.  I want to know the people I serve, how best to meet their needs, while also moving the institution toward meaningful change.   With my lens being that of a white, hetero, low-income, first generation college graduate, this lens, is also not the only lens that exists.  Therefore, it is incumbent upon me if I am to lead, it is vital to listen to those that do not look like me, talk like me or have the same values as me.  I must listen and be willing to come to new understandings about what I think, believe or feel about a particular issue or topic, to build community and institutional solidarity.

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This song written by Edwin Starr in protest of the Vietnam War was a catalyst for my exploration of Social Justice and the inequities of class and race. Starr's powerful anti-war song influenced my study of history and sociology as an undergrad. Through that study it became apparent to me that, historically speaking, the poor, the disenfranchised and people of color, those with the least to gain, were overwhelming sent to war, while the rich and well connected did not.

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Edwin Starr - War (What is it good for) + Lycris HQ!!

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I found this description of Social Justice while working on this project. I believe that an examination of Social Justice through this lens, it is possible to find the hope that we were
discussing in class on 3/27/19.

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Around the same time that I first heard the song "War," I also stumbled across Rage Against the Machine. "Killing in the Name of" is a song that discusses police brutality and white privilege.  This was the first time that I reflected on my race and started to think about how non-whites were treated as compared to whites. In this clip that I have chosen, it features a school band playing the song, which has now crossed over generations, lifestyles, identities to reach the youth of today.

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Head-Banging School Band Plays Rage Against The Machine

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In my view it is impossible to have social justice without also having solidarity. Embrace our differences and one another. We must, as best as possible, coalesce as one unit in the face of systemic oppression.

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Alda, A. (2005). Never have your dog stuffed. New York: Random House.

Peters, A. (2010). Rethinking transformational leadership in schools: the influence of people, place and process on leadership practice. In S.D. Horsford (Ed.), New perspectives in educational leadership (pp. 29-46). New York, NY: Lang.

Sergiovanni, T. J. (2000). Leadership as Stewardship. “Who’s Serving Who?”. The Jossey-Bass Reader on Educational Leadership. San Francisco, CA: The Author.

Shields, C. (2010). Transformative leadership: working for equity in diverse contexts. Education Administration Quarterly, 46(4), 558-589.