Leadership for Social Justice and Democracy in Our Schools

Citation

San Nicolas, E.P. (2012), "Leadership for Social Justice and Democracy in Our Schools", Journal of Educational Administration, Vol. 50 No. 2, pp. 248-251. https://doi.org/10.1108/09578231211210594

Moving to a socially just society is a daunting task that seems to be without a clear beginning and end point. Starting with the individual leader of a site or classroom is usually the most manageable point to begin with the hope of finishing the task in the community. The editors of this book, Alan M. Blankstein and Paul D. Houston (2011), guide the reader through the process of exploring the successful change(s) of an individual leader, classroom, school and ultimately the school community. Crafting this roadmap of a more socially just school or district is accomplished through reflective models proposed by some of the most recognized experts in education and social justice leadership. By promoting socially just and democratic schools, school leaders can develop “improved academic achievement for students who feel respected; valued as individuals with unique cultures, backgrounds, and needs; and motivated to share their assets with the school community” (p. vii).

The nine‐book series of The Soul of Educational Leadership started in 2007 and ends with this volume, Leadership for Social Justice and Democracy in Our Schools. Alan Blankstein served in youth organizations for over 28 years and is the President and Founder of the Harnessing Optimism and Potential through Education (HOPE) Foundation. This non‐profit organization was responsible for a number of school districts with increased organizational capacity to increase student success and closing of the achievement gap in 17 states and areas in Canada and South America. For 14 years, Paul Houston served as executive director of the American Association of School Administrators and now serves as President of the Center for Empowered Leadership. Dr Houston served as a teacher, site administrator, superintendent, adjunct professor, and consultant.

This final volume is informally divided into four main segments or stops in this map for social justice. Blankstein and Houston included contributions that explore the bias and limitations of the individual leader, and then continue to reveal barriers found throughout a school or district. The third section explores initiatives and experiences to promote a more just classroom, school, or district; and finally ends with a destination of promoting justice and democracy in the community.

The book opens with a chapter from Bonnie Davis, who has 30 years of experience in education. Davis walks interested readers through a self‐discovery of respect for learners in our classrooms. For most individuals, self‐reflection may be a difficult journey. For school leaders, a decision to engage in an education career often begins with the desire to respect and serve students and families. Davis points out that the operational definition of respect is often lost between students and educators when “their positive communications and their possible conflict arise out of their understanding and their misunderstanding of what respect looks like to each other” (p. 2). The author further asserts that teachers and school leaders must explore their belief system and discover “what we don't know, we don't know” and what a willing educator does when they realize that “we don't know, we don't know something” (p. 7).

The second chapter, “Social justice: focusing on assets to overcome barriers” continues the reflection on personal beliefs and behaviors that appropriately follows the Respect chapter. The authors, Randall Lindsey, Delores Lindsey, and Raymond Terrell began their journey for a socially just education system during the Civil Rights Era. Their contribution was intentionally focused on all educators and not just those in traditional leadership roles. The authors summarized critical questions for self‐reflection to explore actions and then welcome a “dialogue as the conversation we have with others seeking to understand the how and why of the values of colleagues, parents/guardians, and students that underlie their behaviors, values, and practices” (p. 33). With these challenging questions, the discussion moves from a self‐reflection, to meaningful conversations with site colleagues, and eventually into the school district with the formulation of initiatives and policies outlined in the “Five Essential Elements of Cultural Competence” (p. 39).

Chapter 3, “Becoming an equity‐oriented change agent”, begins the second section of self‐discovery and leadership practices. Linda Skrla, Katheryn McKenzie, and Jim Scheurich, outline seven characteristics of school leaders who are ready to be “Equity‐Oriented Change Agents” (EOCA) (p. 45) by possessing an “equity attitude,” “avoids demonizations,” “initiates courageous conversations,” “demonstrates persistence,” “remains committed but patient,” “maintain an assets attitude,” and “maintains a coherent focus” (pp. 48‐55). After deciding to engage in equity work, school leaders will be uncomfortable and encounter colleagues, subordinates, and supervisors who actively resist steps for change. The authors share their own trials to describe the reality that this work is very difficult and “from our own weekly efforts to maintain these characteristics that we often fail” (p. 57). Instead of concentrating on failed attempts, the authors encourage the readers to focus on the end product of equity for students.

C. Cryss Brunner and Yong‐Lyun Kim round up this section of policy and practice disparities in their review of school district hiring practices that are deeply embedded in gender inequality. These two university professors challenge previous research studies of selection practices in their Chapter 4 contribution, “Are women prepared to be school superintendents?: An essay on the myths and misunderstandings”. The chapter brings forth vital information that perpetuates sexism and possible racism through school district practices. From a school practitioner's point of view, Brunner and Kim explore critical evidence for aspiring school principals and growth needs in leadership preparation programs. There is clear research that women “meet and even exceed all formal, experiential, and personal preparedness requirements” (p. 87) and the obvious barriers that exist are gender biases and misunderstandings found in society and in all levels of leader promotion practices.

Now that readers had an opportunity to reflect on their own beliefs and acknowledge the practices of inequality embedded in the educational system, school leaders will then be emotionally and intellectually equipped to proceed to the third section of implementing change in their department or school site. In Chapter 5, Marvin W. Berkowitz, Co‐director of the Center for Character and Citizenship at University of Missouri‐St. Louis, outlined a number of school leaders who successfully implemented character education initiatives and enjoyed resulting increases in student achievement. Berkowitz focused the chapter on the school principal; he stressed that this leader must be deeply involved in the implementation of this worthy initiative in order for character education to be successful. Berkowitz concluded that “schools must be places not only of academic learning but also of student development, particularly of the development of moral and civic character” (p. 119).

In Chapter 6, “Leading for social responsibility”, the author reminded readers that the age‐old educational vision of preparing students to be socially and civically responsible citizens has not disappeared. In the era of achievement and accountability, many school and district leaders concentrate their efforts on math and language arts achievement. Sheldon H. Berman, superintendent in Louisville, Kentucky and formally of Hudson, Maryland, pointed out that “academic achievement is critically linked to school and classroom culture, to student engagement, and to students' sense of meaning in their studies” (p. 126). Whether a school leader is responsible for a classroom, school site, or district, Berman provided examples of program implements that encourage “the shift to student engagement [that] is also critical for the development of social responsibility because it encourages and supports active participation in and ownership of learning” (p. 132).

Mara Sapon‐Shevin ends the third stop in this book with a restructuring of zero‐tolerance in Chapter 7, “Zero indifference and teachable moments: school leadership for diversity, inclusion, and justice”. The chapter begins with school scenarios ending in either tragedy or triumph with major differences in school communities either disregarding these issues or organizations “taking an active stance; implementing programs; setting and maintaining high standards and expectations; and communicating the critical value of an inclusive, diverse school community” (p. 148). Sapon‐Shevin offers two main pieces for readers to consider in their journey:

1. 1.

   recognizing and working against obstacles of justice and inclusion; and

2. 2.

   characteristics of a school centered in justice and inclusion.

The author offers examples and program ideas for teacher leaders and site administrators by recognizing that “it is impossible to lead a school committed to social justice if the entire school community is not involved in the process” (p. 164). Finally, Sapon‐Shevin noted that administrators need to increase their resilience by developing a network of supportive professionals who provide sound advice and supportive criticism.

The editors end the series and this book with a look at moving the struggle of justice and democracy from within the schoolhouse to beyond the fence and into the community. In this roadmap, this last stop is seemingly a million miles away. With every milestone achieved for each staff member and student, the distance and terrain to reach this final destination is merely an optical illusion. Editor and contributor, Paul Houston's culminating chapter reminds us that school readiness for students begins in the community and should continue with the wealth of expertise and willingness of non‐traditional teachers found throughout the neighborhood. Since a school site is usually the physical, “social, and psychological center” (p. 170) of the community, educators need to embrace the willingness and dependence of the community on the school to the advantage of promoting student success. Houston has thoughtfully called on school leaders to take up the lead in the “healership” business and not “be the source of the conflict, and work to allow the people who care most about the schools‐the parents and community‐to find ways to work together for the benefit of the children” (p. 173).

Leadership for Social Justice and Democracy in Our Schools provides the needed boost for district leaders, site administrators, and teacher leaders to shoulder the challenges of promoting opportunities for all students. The editors and contributors provided practical approaches and research for school leaders in search of hope. The lessons may ready educational leaders for discomfort often associated in the work for democracy; this is especially true for leaders who have operated in isolation.

Leadership for Social Justice and Democracy in Our Schools is the crowning volume of a nine‐book series entitled The Soul of Educational Leadership joint publication venture of Corwin publishers, the Hope Foundation, and the American Association of School Administrators. The editors selected contributions that “presented numerous models and examples of how leaders can implement more democratic models and examples and act in socially just ways so that students and staff will in time follow their lead and in turn act and implement socially responsible practices in their given roles” (p. xi). Although leaders serving in different levels may benefit from this inspiring volume, school leaders who are currently implementing or contemplating a strategy for change would most benefit from the models and examples in this volume.