Format of Original
University Council for Educational Administration
Leadership for social justice embraces diversity, promotes inclusivity, and transforms relationships between schools and communities (Riehl, 2000). Though calls for such leadership abound (Bates, 2006; Blackmore, 2002; Cambron-McCabe & McCarthy, 2005; Larson & Murtadha, 2002; Marshall & Oliva, 2006b), the intricacies and inconsistencies of this pursuit are less frequently subjected to case study analysis. Drawn from a multicase study of schools serving traditionally marginalized students (Scanlan, 2005), this article examines how leadership efforts toward social justice can paradoxically lead to truncated manifestations of this goal. The implications of the original study suggest that school leaders need to problematize – not essentialize – their pursuit of social justice.