Leadership for Social Justice: Making Revolutions in Education

Citation

Normore, A.H. (2007), "Leadership for Social Justice: Making Revolutions in Education", Journal of Educational Administration, Vol. 45 No. 1, pp. 123-126. https://doi.org/10.1108/09578230710722502

In their book, Leadership for Social Justice: Making Revolutions in Education, Marshall and Oliva have compiled a collection of compelling works on key issues in social justice. Various scholars embrace and discuss numerous problems and issues of social justice faced by school leaders in order to better manage and lead schools effectively. Armed with an air of faith, hope, and optimism for increased understanding of these issues, Marshall and Oliva emphasize the need to conceptualize and explore a social justice framework for educational leadership, both theoretically and practically. On completion of this well researched collection one is left with the general message that schools will continue to serve as a catalyst for encouraging social stability, a healthy economy and a relatively effective democratic society. This book provides a deep understanding of the effects of exclusion and presents constructive exercises and materials for those who will lead students and faculties to create equitable practices. Not only do the contributors offer a succinct blend of theory, research and practice, but they also suggest a myriad of assignments, activities, and annotated readings that readers can find useful as sources for deeper understanding for promoting social justice dialogue and action.

The book is organized into 15 chapters. Each chapter deals with separate issues of social justice in schools and the communities which they serve. In chapter one, co‐editors Marshall and Oliva present issues and define leadership that encompasses social justice. They state that, “leaders cannot make social justice happen by their passion and will alone” (p. 11). By sending a “call for action”, the editors set the stage for the remainder of the book by reiterating the need for support mechanisms that come with the power of increasing groups of people in social movements, which ultimately increases social capital and political power. In chapter two, Dantley and Tillman discuss the imperative for continued and expanding discussions about the various perspectives of leadership for social justice. Emphasis is placed on moral transformative leadership and how leaders can “serve as social activist who are committed to seeing a greater degree of democracy practiced in schools as well in society” (p. 16). By exploring social justice praxis the authors propose that leaders for social justice take a moral position to “critically deconstruct and reconstruct schools” and demand equitable treatment for all students (p. 26).

In chapter three, Sanders‐Lawson, Smith‐Campbell and Benham provide a comprehensive overview of the chronic gender equity and racial bias challenges in school leadership by presenting research with the career experiences of school leaders. From a racialized gender perspective these authors discuss a leadership perspective at the intersection of African American and female worldviews by illuminating feminist and Black feminist theories and set a stage for constructing meaning from narratives of several female school leaders. In the words of the authors: “These women taught us more about the essence, the soul, of social justice” (p. 57). In chapter four, Lopez, Gonzalez and Fierro describe the effective school leadership practices in Latina/o impacted schools and districts along the Texas.‐Mexico border. Insights reveal that minority students are socialized and located at the bicultural rather than the monocultural US border. The authors focus on ways that school leaders can break the mold of their practices by engaging in “opportunities that allow them to reflect on their current practices and to identify different kinds of borders (i.e., geographic, cultural, epistemological, classed, gendered, other) that operate in their school” (p. 79). Chapter five, presented by Merchant and Shoho, examines perspectives of eight high‐profile individuals who were known for “their reputation as stewards of social justice in the communities in which they serve” (p. 85). According to these authors, the personal and narrative description of life events, “can stimulate self‐reflection and visceral reactions for readers coming to grips with marginalization and discriminatory, exclusionary practices” (p. 9).

In chapter six, Cambron‐McCabe highlights the political nature of educator licensure from various US states in an attempt to explore the role of licensure policies and practices in preparation and development of school leaders. According to McCabe, “leaders need an understanding of the social justice challenges … they must possess the skills to do the work … few risk takers will survive without profoundly different preparation” (p. 124). Chapter 7 is armed with research on the sensitive topic of religion in schools and the ways in which the privileging of specific belief systems and practices can have a profound negative effect on students of different religious beliefs and practices. Lugg and Tabbaa‐Rida explore “the shifting terrain of religious expression within the United States” (p. 131) and places it within the context of social justice, educational leadership and public schools. The authors reiterates that while this complex issue “varies from state to state, district to district, and school to school, the outcomes can be rewarding to all involved with public schooling if educational leaders are willing to explore more socially just ways of addressing issues of religion, religious belief, nonbelief, and expressions of both” (p. 137).

The next three chapters focus on practical tools. In chapter eight, Koschoreck and Slattery provide a comprehensive overview of exclusionary practices and harm to which lesbian, gay, bisexual, transgender, intersexual and queer (LGBTIQ) students are subject. The authors offer in‐depth discussion about how sexual minorities regularly experience harassment, violence, and abuse with educational systems and make recommendations to education constituents for combating “heteronormative social structures that regularly stigmatize sexual minority individuals toward changing beliefs and practices” (p. 162). Chapter nine presents teaching strategies for social justice. Hafner provides an instructional resource for individuals in educational leadership preparation programs and school leadership with action‐oriented strategies and concrete curriculum development and implementation that can be “utilized in developing leaders for social justice” (p. 167). In chapter 10, Marshall and Parker illustrate the use of case dilemma analysis as an instructional strategy for embedding social justice in educational leadership preparation. These authors capitalize on how this method of training can provide opportunities for “social justice leaders to take stances and actions” when confronted with the challenge of conducting equity‐oriented and informed decision making (p. 195).

In chapters 11, 12, and 13, focus is on change at the personal level that enhances the work of social justice leaders who work towards socially just outcomes for their students. In chapter 11, Brunner, Opsal and Oliva present a series of experiential simulations (ES) for educational leadership preparation that provide students with opportunities to experience exclusion, discrimination and social justice on a personal level. For instance, one participant in the ES program felt that she had “misjudged White women and intended to give them the benefit of the doubt in her practice … that she was embarrassed to have realized that some of her experiences of marginalization came from her own imagination and expectations” (p. 227). In chapter 12, Shapiro discusses various art media from the perspective of three female educational leaders who utilize art making to express their feelings, uncover social injustice, and gain insight into their practice. These women were able to tap into their “wholeselves” by seeing how they might better integrate and empower themselves as leaders for social justice (p. 246). Chapter 13 focuses on the need for equity audits ‐ a practical leadership tool for developing equitable and excellent schools. Skyrla, Scheurich, Garcia, and Nolly argue for equity‐positive leadership within the context of increasingly high‐stakes accountability policy systems. These authors outline components of equity audits, discuss possible uses of this tool, and make recommendations for linking accountability intent to equity outcomes in local contexts.

The final two chapters of this book offer conclusions and the challenges for the future. In chapter 14, Oliva and Anderson evaluate an ‘imagined’ leadership preparation program that focuses on equity, and emphasize the urgency of long term commitment by educational leaders to engage in social justice leadership as they disrupt inequitable practices. These authors recap social justice themes, provide a thematic overview of the preceding chapters, and make significant suggestions about how to “endure change in schools, students, communities, and within ourselves to eradicate policies and practices that currently serve to marginalize students” (p. 300). In chapter 15, Marshall and Young challenge educators and policy makers to engage in mutual support as they demand political change for making schools “the well‐supported instruments for instilling principles for a democratic and a just and caring society” (p. 11). They discuss the wider societal context and the role that social justice leadership plays within a larger equity project by making several assertions that capitalize on the delineation of continuing challenges, and to “chart societal and political maneuvers toward revolutionary change in educational leadership” (p. 307).

Leadership for Social Justice: Making Revolutions in Education offers a cutting‐edge look at critical social justice leadership issues. The book implies a collective expertise that assures various constituents of education are actively engaged in challenging and relevant social justice situations that connect past and present experiences and engage them in constructing new and compelling experiences. The book is one of the most highly valuable and recommended volume of its time, often presented insightfully and rigorously by leadership advocates for social justice. It is especially recommended by this reviewer as a comprehensive resource for school‐based and district leaders who search for strategies for effectively serving diverse populations in schools. It is equally recommended as primary resource for university professors involved in educational leadership preparation programs. Anyone who believes that the often dismal performance of many disadvantaged students is inevitable should confront the research findings, social justice leadership strategies and education policies discussed in this book.