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Copyright, ii
Preface, xv
About the Authors, xvii
Chapter One. Building the Capacities of Social Justice Leaders, Catherine Marshall, Maricela Oliva, 1
The Challenge, 1
Evolving Definitions and Challenges to Capacity Building, 5
The Very Real Challenges from Demographics, Cultural Diversity, and Identity, 6
Unaccomplished Equity, 7
Searching in Schools for Democracy, Community, Emotion, and Relationship, 8
The Challenges in Policy and Preparation for Social Justice in School Leadership, 11
Making Revolutions in Education: An Overview of the Chapters, 12
A Call for Action, 14
References, 16
Chapter Two. Social Justice and Moral Transformative Leadership, Michael E. Dantley, Linda C. Tillman, 19
Introduction, 19
Defining Social Justice, 19
Public Intellectuals as Social Justice Activists, 24
The Praxis of Leadership for Social Justice, 26
Research, Scholarship, and Teaching, 27
Conference Presentations, 29
Organizational Initiatives, 29
Conclusion, 31
Discussion Questions and Activities, 31
Annotated Readings, 32
References, 33
Chapter Three. Preparation and Development of School Leaders: Implications for Social Justice Policies, Nelda Cambron-McCabe, 35
Administrative Licensure and Social Justice Concerns, 36
Licensure Standards and Assessment, 36
Accountability and Student Learning, 38
Social Justice and State Policies, 39
Social Justice and University Preparation Programs, 41
Defining Social Justice for Leadership Development, 41
Program Examples, 43
Strategies to Promote Social Justice and Leadership Development in Schools, 44
Being Strategic in Developing Leaders, 44
Becoming a Policy Actor, 45
Creating Coalitions, 47
Implications for Policy Development, 48
Discussion Questions and Activities, 50
Annotated Readings, 51
Endnotes, 52
References, 52
Chapter Four. The Impact of Poverty on Students and Schools: Exploring the Social Justice Leadership Implications, Gloria M. Rodriguez, James O. Fabionar, 55
Introduction: A Systemic View of the Impact of Poverty on School Communities, 55
Incidence of Poverty in the United States, 60
Understanding the Incidence of Poverty within Schools: Labels and Discourse, 64
Poverty, Accountability, and School (Student) Achievement, 66
Educational Possibilities in the Face of Poverty, 67
Differential Impact of, Experiences with, and Responses to Poverty, 67
Seeking Out Community Assets and Resources, 69
Discussion Questions and Activities, 70
Annotated Readings, 71
Endnotes, 72
Acknowledgments, 72
References, 72
Chapter Five. Wholistic Visioning for Social Justice: Black Women Theorizing Practice, E. Renée Sanders-Lawson, Sabrina Smith-Campbell, Maenette K. P. Benham, 74
Background Information on Our Dialogue (By Maenette Benham), 74
Introduction to Our Thinking, 75
Building a Conceptual Model: Literature on Feminist Thought, Leadership, and Social Justice, 76
Beginning with a Discussion of Feminist and Black Feminist Theories, 77
Adding Sabrina’s and Renée’s Discussion of School Leadership Theories, 78
Adding Social Justice Theories to Our Knowledge of Feminist Thinking and School Leadership, 80
Defining Our Conceptual Model: Wholistic Visioning, 82
Strength of Womanhood, 83
A Core of Spirituality, 83
The Foundation of Home, 84
Living and Leading within and beyond Your Skin, 85
Paying It Forward, 86
Three Narratives That Illuminate Wholistic Visioning, 87
The Story of Religious, 87
The Story of Mary Mack, 89
The Story of Sally Walker, 91
What We Learned from the Narratives, 93
Conclusion, 94
Discussion Questions and Activities, 95
Annotated Readings, 96
Endnotes, 97
References, 98
Chapter Six. Educational Leadership Along the U.S.–México Border: Crossing Borders/Embracing Hybridity/Building Bridges, Gerardo R. López, María Luisa Gonzólez, Elsy Fierro, 100
Effective Leadership at the Border: An Example, 105
Toward a Border Epistemology of School Leadership, 111
Conclusion: Border Leadership for all Schools, 112
Implications for Practice, 113
Assignments and Activities, 114
Annotated Readings, 115
Endnotes, 116
References, 116
Chapter Seven. Bridge People: Civic and Educational Leaders for Social Justice, Betty M. Merchant, Alan R. Shoho, 120
Introduction, 120
Early Orientation to Social Justice, 122
Vivid Personal Experiences of Marginalization, 125
Early Recognition and Support, 126
Lifelong Commitment to Social Justice and Equity, 127
Creating Community and Maintaining High Expectations, 130
Striving for Social Justice Without Bitterness, 130
Conclusion, 131
Implications for Practice, 133
Discussion Questions and Activities, 136
Annotated Readings, 137
Related Readings, 138
References, 138
Chapter Eight. Social Justice, Religion, and Public School Leaders, Catherine A. Lugg, Zeena Tabbaa-Rida, 139
Religion, Secularism, Neutrality, and U.S. Public Schools: Historical and Legal Background, 140
Current Practices, 143
School Boards and Intelligent Design, 144
Prayer, Knives, and Headgear, 145
Pretending Religion Doesn’t Exist, 146
Educational Leadership, Social Justice, and Religion in Public Schools, 148
Discussion Questions and Activities, 148
Case Studies, 149
Annotated Readings, 152
Related Readings, 153
Endnotes, 153
References, 154
Chapter Nine. Meeting All Students’ Needs: Transforming the Unjust Normativity of Heterosexism, James W. Koschoreck, Patrick Slattery, 156
Heterosexism/Homophobia in Schooling, 161
Institutional Contributions to Heteronormative Oppression, 164
Lgbtiq Activism and Strategies for Collective Action, 166
Heteronormativity and the Implications for Practice, 167
Conclusions, 170
Discussion Questions and Activities, 171
Annotated Readings, 172
Endnotes, 173
References, 173
Chapter Ten. Leading Beyond Disability: Integrated, Socially Just Schools and Districts, Colleen A. Capper, Mariela A. Rodríguez, Sarah A. McKinney, 175
Introduction, 175
Why Leaders for Social Justice Need to Consider Students Labeled with Disabilities, 176
What Do Integrated, Socially Just Schools and Districts Look Like?, 179
A Typical Elementary School, 179
An Integrated, Socially Just Elementary School, 180
A Typical Middle School, 181
An Integrated, Socially Just Middle School, 182
A Typical High School, 183
An Integrated, Socially Just High School, 185
A Typical School District, 186
An Integrated, Socially Just School District, 187
Common Characteristics of Integrated, Socially Just Schools and Districts, 188
Conclusion: Leading Beyond Disability, 190
Class Activities, 190
Annotated Readings, 191
Endnotes, 192
References, 192
Chapter Eleven. Teaching Strategies for Developing Leaders for Social Justice, Madeline M. Hafner, 194
Introduction, 194
Leadership for Social Justice—A Growing Knowledge Base, 194
Overview of the Literature on Teaching for Social Justice, 196
Teacher Education, 196
Other Fields of Study, 196
Educational Leadership, 198
Teaching Strategies for Developing Leaders for Social Justice, 202
Social Justice Education Practice: A Pedagogical Tool for Developing Leaders for Social Justice, 203
Social Reconstructionist Schooling: A Conceptual Tool for Developing Leaders for Social Justice, 209
Conclusion, 212
Discussion Questions and Activities, 212
Annotated Readings, 213
Acknowledgments, 214
References, 214
Chapter Twelve. Learning from Leaders’ Social Justice Dilemmas, Catherine Marshall, Laurence Parker, 219
Introduction, 219
Erroneous and Short-Sighted Approaches to “Managing” Social Justice Issues, 220
The Need for Preparatory Practice and Models for Social Justice in Action, 221
Applying the Case Study Method for Social Justice Training, 222
Three Case Examples, 224
Case 1: Where Should He Be Placed?, 225
Case 2: My Name Is Jasmine (Diem, 2003), 228
Case 3: Will Gender Equity Reforms Be Ruined by a “YouTube” Prank?, 231
Insights from the Case Method, 236
Discussion Questions and Activities, 237
Annotated Bibliography, 238
Acknowledgments, 239
References, 239
Chapter Thirteen. Releasing Emotion: Artmaking and Leadership for Social Justice, Laura Shapiro, 242
Introduction, 242
A Rationale for Linking Emotion, Leadership for Social Justice, and Artmaking, 243
Background, 243
Artmaking as a Tool, 245
Three Case Examples, 246
From Rage to Empowerment, 246
Releasing Capacity and Courage, 249
Reaffirming Memories and Getting Personal, 253
A Different Kind of Professional Development, 254
Summary, 254
Implications for Practice, 254
Incorporating Artmaking into Leadership Development, 254
Making Art a Tool for Communitywide Engagement, 255
Using Art to Affect Policy, 255
Discussion Questions and Activities, 255
Annotated Readings, 256
Endnotes, 257
References, 257
Chapter Fourteen. Equity Audits: A Practical Leadership Tool for Developing Equitable and Excellent Schools, Linda Skrla, James Joseph Scheurich, Juanita García, Glenn Nolly, 259
Introduction, 259
Equity and Accountability, 260
Historical Background of Equity Audits, 263
Our Reconception of Equity Audits, 264
Teacher Quality Equity, 266
Programmatic Equity, 269
Achievement Equity, 271
Applications of Equity Audits, 273
Conclusion, 276
Implications for Practice, 277
Discussion Questions and Activities, 277
Annotated Readings, 278
Endnotes, 279
References, 280
Chapter Fifteen. Dilemmas and Lessons: The Continuing Leadership Challenge for Social Justice, Maricela Oliva, Gary L. Anderson, June Byng, 284
Introduction, 284
Leadership for Social Justice: Conceptualizing an Evolving Praxis, 287
Sacrificing Already Disenfranchised Youth: English Learners as “Auto-Failures”, 288
School and District Beliefs as Impediments to Social Justice, 290
Low Expectations, Negligible Support: Obstacles to Achievement and College Access, 291
Jessica’s Story, 292
What Can Be Done?, 295
The Challenge of Slow Change: A Cautionary Tale, 297
Students’ Beliefs and Practices, 299
Educational Vision Statements, 299
Lessons of the Integrated Program, 301
Curriculum, 301
Instruction, 303
Evaluation, 303
University–School District–Social Agency Relationships, 303
Extracurricular Activities, 304
Conclusion, 305
Discussion Questions and Activities, 308
Annotated Readings, 311
Endnotes, 311
References, 312
Chapter Sixteen. The Wider Societal Challenge: An Afterword, Catherine Marshall, Michelle D. Young, Luis Moll, 315
A Bold Assertion: Those Who Can’t or Won’t Shouldn’t, 315
Talking and Walking Social Justice, 318
We Know It Can Be Done Because It Is Being Done, 319
Essential Characteristics, 320
The Wider Context: Politics and Strategy for the Revolution, 321
Coalitions and Collaborations, 322
Gutsy and Passionate Leadership, 323
The Wider and Deeper Revolution, 325
References, 326
Index, 328

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