Document Type

Article

Language

eng

Format of Original

8 p.

Publication Date

Spring 2007

Publisher

Penn State University Press

Source Publication

Values and Ethics in Educational Administration

Source ISSN

1703-5759

Abstract

Rather than treated as a discreet task or as an overarching orientation, leadership for social justice is more appropriately situated within a comprehensive theory of school administration, such as Starratt’s (2003) model of leadership as cultivating meaning, responsibility, and community. Starratt’s general model of educational leadership contextualizes social justice leadership practices in a broader context. The purpose of this article is to apply Starratt’s model as an analytical lens to examine the practices of school leaders in schools that are focused on promoting social justice by reducing barriers to traditionally marginalized students. The multicase study reported here provides empirical evidence illustrating the strengths and limitations of this model as an analytic lens through which such leadership practices can be critiqued and improved.

Comments

Published version. Values and Ethics in Educational Administration, Volume 5, No. 3 (Spring 2007): 1-8. Publisher Link. © 2007 Penn State University Press. Used with permission.

Download

Included in

Education Commons

Share

COinS