Document Type

Article

Language

eng

Format of Original

3 p.

Publication Date

Fall 2006

Publisher

University Council for Educational Administration

Source Publication

UCEA Review

Source ISSN

0734-5798

Abstract

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.

Comments

Published version. UCEA Review, Vol. 45, No. 3 (Fall 2006): 6-8. Publisher Link. © 2006 University Council for Educational Administration. Used with permission.

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