https://padlet.com/sophial6/SP19B_EOL568_SH SP19-B - Sophia Hain en-us 2019-03-27 03:39:10 UTC 2025-11-02 04:51:47 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Balance.png sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/345539227 Social justice leaders work towards providing access, resources, and opportunities for all people in an approach that is inclusive, equitable, and intersectional (e.g., race, gender, sexual orientation, religion, disability, language, etc.). Simply having access to resource and opportunities is not enough if there are systematic and oppressive barriers in place for certain populations. By acknowledging the existence of an uneven playing field, social justice leaders remain critical of privileged stances while supporting marginalized communities.]]> 2019-03-27 03:51:41 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/345539227 sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/345539293 Leadership takes "many forms with many styles and diverse qualities" (Gardner, year, p. 7). Leadership styles can also change form based on circumstance and environment, and "[w]e should give young people a sense of the many kinds of leaders and styles of leadership, and encourage them to move toward those model that are right for them” (Gardner, year, p. 7).

For example, Amanda Nguyen used her personal experience as a platform to change a broken policy in place. She fought to change the law not only for herself, but for those who may not have the opportunity to use their voices or access to a political level of work.]]> 2019-03-27 03:52:06 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/345539293 sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346222660 "[B]efore there is achievement, there needs to be engagement" (Cooper, 2010, p. 17). Oftentimes, parents of color majority from low-income backgrounds are not included nor valued when it comes to their involvement in children's education. However, families should be equal, active participants in determining what would benefit the children. "The principal, teachers, and parents work together for a common good, which promotes social justice and is inclusive of diverse family units who bond together to celebrate language and cultural diversity” (Kelsey et al., 2015, p. 91).]]> 2019-03-28 16:12:46 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346222660 sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346226826 Leadership refers to the ability to motivate and empower other people to work toward a common cause. Social justice leaders implement intentional changes through action to "enhance equity, social justice, and the quality of life; to expand access and opportunity; to encourage respect for difference and diversity; to strengthen democracy, civic life, and civic responsibility; and to promote cultural enrichment, creative expression,  intellectual honesty, the advancement of knowledge, and personal freedom coupled with responsibility” (Shields, 2010, p. 571). 

Furthermore, social justice leaders 
keep themselves accountable while mentoring leadership abilities in others. For example, in Shield's article, principal Catherine Lake encouraged "her teachers to experiment but told them that if something did not work, they could blame her. Furthermore, she insisted that she was willing to take the heat from the board and district officials if anyone complained," which created opportunities for creative approaches and transparent dialogue (Shields, 2010, p. 578).]]> 2019-03-28 16:20:52 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346226826 sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346281510 Social justice leadership must stem from a moral and ethical place. Despite systematic barriers and challenges, the genuine care for all people drive social justice leaders. "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. It is a morally based leadership - a form of stewardship" (Sergiovanni, 2000, p. 270). ]]> 2019-03-28 18:05:54 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346281510 sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346282541 Capper, C.A., Rodriguez, M.A., & McKinney, S.A. (2010). Leading beyond disability: Integrated, socially just schools and districts. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education, 175-193. Upper Saddle River, NJ: Prentice Hall.

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, 173-195. New York, NY: Peter Lang.

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

Kelsey, I., Campuzano, C., & Lopez, F. (2015). Inclusive leadership and English learners. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse Schools, 59-81. New York, NY: Routledge.

Sergiovanni, T. J. (2000). Leadership as stewardship. In M. Fullan (Ed.), In The Jossey-Bass reader on educational leadership, 269-286. San Francisco, CA: Jossey-Bass.

Shields, C.M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, (46) 558-589.]]> 2019-03-28 18:08:11 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346282541 sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346376482 To serve people from marginalized communities, we must be aware and critical of our own privileges. For example, I constantly check the privileges that I have as a U.S. citizen, especially when working with students who identify as undocumented or Dreamers as well as families of color. Social justice leaders should be aware of their own privileges and utilize them to help others without the same privileges.]]> 2019-03-29 00:09:48 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346376482 sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346413249 Having social justice leaders (or representation in general) who we can identify with is important in fostering and mentoring future social justice leaders. "'Having a diverse staff means we can come together to respond to student needs from a variety of different perspectives'" (Capper et al., 2010, p. 185).

This article refers to the Asian American Native Hawaiian Pacific Islander (AANHPI) Educators Summit which took place earlier this year. It provided a safe space for AANHPI educators to gather and share the common challenges (e.g., myth of model minority) they faced on a daily basis while brainstorming ideas and resources for AANHPI students. As an Asian woman, I appreciated this opportunity to network and connect with other AAHNPI educators for solidarity and community.]]> 2019-03-29 04:09:22 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346413249 sophial6 https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346674108 There is power and privilege to language, and part of social justice leadership is to support students who identify as English learners and families who speak a language other than English. Language (or its barrier) is often used to segregate non-English speaking children into other classes and exclude parental involvement or feedback (Kelsey et al., 2015, p. 86). There is lower expectations for these families "nor are they equally equipped with the understanding, status, and ability to navigate the public education system to adequately support their children" (Cooper, 2010, p. 178). 

By fostering an inclusive culture within the community, families, and school, this will create positive impact on the children who will grow to become future leaders.]]> 2019-03-29 18:41:28 UTC https://padlet.com/sophial6/SP19B_EOL568_SH/wish/346674108