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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.

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.

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As a young, female, Puerto Rican politician, Alexandria Ocasio-Cortez has challenged traditional notions of equity and diversity and has shown social justice leadership through servant leadership (representing the values of her community) as well as moral outrage.

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After the Parkland school shooting, the students, families, and communities affected by the event turned activists in response to what they believed was an unsafe and unjust school environment. By showing moral outrage, they have worked to create positive social change in their community, state, and country legislation.

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Embracing Diversity through Bilingual Classrooms

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Embracing Diversity through Bilingual Classrooms

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By providing educational resources for students of different linguistic and cultural backgrounds, and by exposing those students to equal educational opportunities as those of differing backgrounds, students can learn from each other and educators can ensure positive experiences for all.

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Bilingual Program: Academic Content in Two Languages

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When schools in the Baltimore, MD area experienced freezing classrooms this winter, parents got involved and took action against the school board and their treatment of building infrastructure and money allocation. When parents got involved by organizing meetings with the school board and boycotting sending their children to school, school administrators were more likely to listen to the needs of the community.

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Freezing classrooms spark heated debate over Baltimore's school infrastructure

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"Leadership practices - what leaders do - matter most" (Scanlan & Theoharis, 2015, p. 4).

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Social justice leadership in education is achieved only through the critical self-reflection of its leaders. For social justice to play out in school communities, educators and administrators need to actively critique and question their own assumptions by analyzing their own inherent biases. Socially just leaders will be able to "critique marginalizing behaviors and predispositions of schools and their leadership" as well as recognize a "moral obligation to articulate a counterhegemonic vision or narrative of hope regarding education" (Dantley & Tillman, 2010, p. 23)

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"Leadership by outrage, and the practice of kindling outrage in others, challenge the conventional wisdom that leaders should be poker-faced, play their cards close to the chest, avoid emotion, and otherwise hide what they believe and feel" (Sergiovanni, 2000, p. 277).

As educators and social justice leaders, we should be outraged when anything less than just and fair practices are being administered within our schools, and even within society at large. However, when women in particular are seen as showing moral outrage, they are often accused of being overly emotional. Social justice leadership is one in which leaders can and should be emotionally invested in the social and educational outcome of the community they are serving.

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"Power can be understood in two ways - as power over, and as power to...Power over emphasizes controlling what people do, when they do it, and how they do it. Power to views power as a source of energy for achieving shared goals and purposes" (Sergiovanni, 2000, p. 280).

Social justice leadership follows the power to approach to leadership. In other words, administrators that are aiming for social justice in education should be cultivating a community of educators that are also working to achieve the same goals. Through this goal-oriented style of leadership, administrators can "strive to become leaders of leaders" rather than of subordinates (Sergiovanni, 2000, p. 273).

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"Servant leadership is more easily provided if the leader understands that serving others is important but that the most important thing is to serve the values and ideas that help shape the school as a covenantal community" (Sergiovanni, 2000, p. 274).

Social justice leadership must go beyond serving the needs of individual students and families, beyond an individual school or school district; social justice leadership in education must think about the broader social context of diversity and inequality in society. Serving others is therefore important, but true servant leadership means being a representative of all those marginalized in society and being an advocate for their unheard voices.

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 What does social justice leadership look like?

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 What does social justice leadership look like?

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Parental involvement is crucial to a child's education. Learning begins at the home, and it is the responsibility of the educators and administrators to actively involve parents in the democratic schooling process, to listen to and learn from families' distinct experiences, and to facilitate positive family-school relationships (Cooper, 2010).

Further, social justice practices develop not among isolated individuals but rather through interactions with others. Learning therefore occurs best within communities and when those community values are being thoughtfully represented and engaged. Students are not "empty containers passively awaiting intellectual deposits from the omniscient teacher;" rather, "students learn from one another and express their own ideas" (Dantley & Tillman, 2010, p. 25).

Therefore, socially just schooling is one in which students and parents alike are able to offer their sometimes undervalued and overlooked experiences and backgrounds as a valuable addition to an engaged community of learners.

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"Socially just schooling is evident when educational opportunities abound for all students, when ambitious academic goals are held and met by all students, when all students and families are made to feel welcome in the school community, when students are proportionately distributed across all groupings in school, and when one dimension of identity (such as one's race or home language or gender or sexual orientation) does not directly correlate with undesirable aspects of schooling (such as being bullied, struggling academically, or dropping out of school)" (Scanlan & Theoharis, 2015, p. 3).

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"Schools are not doing enough to seriously consider the distinct experiences, challenges, and assets of culturally and linguistically diverse families" (Cooper, 2010, p. 177).

Schools that practice social justice see the value in embracing diversity and recognize that students who come from unique backgrounds and have experiences that differ from the privileged majority must be addressed in different ways as well; e.g. administrators cannot take a color-blind approach when dealing with students of color or those from different cultural and ethnic backgrounds because their life experiences also differ.

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   What does a socially just school look like?

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   What does a socially just school look like?

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My Definition of Social Justice Leadership

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My Definition of Social Justice Leadership

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To me, being a socially just leader means teaching about diversity and a diverse range of experiences, listening to and promoting counterhegemonic ideas and practices, engaging in critical self-reflection and challenging institutional and informal practices that favor one group of people over another, and practicing moral outrage when schools and educators fail to serve their communities by helping each and every student regardless of race, culture, gender, sexual orientation, and socioeconomic background.