Preface xv
About the Authors xvii
1 Building the Capacities of Social Justice Leaders 1
The Challenge 1
Evolving Definitions and Challenges to Capacity Building 5
The Very Real Challenges from Demographics and Cultural Diversity 5
Unaccomplished Equity 6
Searching in Schools for Democracy, Community, Emotion, and Relationship 7
The Challenges in Policy and Preparation for Social Justice in School Leadership 8
Making Revolutions in Education: An Overview of the Chapters 9
A Call for Action 11
References 13
2 Social Justice and Moral Transformative Leadership 16
Introduction 16
Defining Social Justice 16
Transformative Leaders as Public Intellectuals 16
The Praxis of Leadership for Social Justice 22
Research and Scholarship 22
Conference Presentations 24
Teaching 25
Conclusion 26
Discussion Questions and Activities 27
Annotated Readings 28
References 29
3 Preparation and Development of School Leaders: Implications for Social Justice Policies 110
Administrative Licensure and Social Justice Concerns 111
Licensure Standards and Assessment 112
Accountability and Student Learning 113
Social Justice and State Policies 115
Strategies to Promote Social Justice in Leadership Development 117
Being Strategic in Developing Leaders 117
Becoming a Policy Actor 119
Refocusing Preparation Programs 121
Implications for Policy Development 122
Discussion Questions and Activities 124
Annotated Readings 126
References 127
Endnotes 129
4 The Impact of Poverty on Students and Schools: Exploring the Social Justice Leadership
Implications
Introduction: A Systemic View of the Impact of Poverty on School Communities
Incidence of Poverty in the United States
Understanding the Incidence of Poverty within Schools: Labels and Discourse
Poverty, Accountability, School (Student) Achievement
Educational Possibilities in the Face of Poverty
Poverty Contextualized Within Particular Communities
Seeking out Community Assets and Resources
Discussion Questions and Activities
Annotated Readings
References
Acknowledgements
Endnotes
5 Wholistic Visioning for Social Justice: Black Women Theorizing Practice 31
Background Information on Our Dialogue 31
Introduction to Our Thinking 32
Building a Conceptual Model: Literature on Feminist Thought, Leadership, and Social Justice 33
Beginning with a Discussion of Feminist and Black Feminist Theories 34
Adding Sabrina's and Renee's Discussion of School Leadership Theories 37
Adding Social Justice Theories to Our Knowledge of Feminist Thinking and School Leadership 38
Defining Our Conceptual Model: Wholistic Visioning 41
Strength of Womanhood 41
A Core of Spirituality 42
The Foundation of Home 43
Living and Leading Within and Beyond Your Skin 44
Paying It Forward 45
Four Narratives That Illuminate Wholistic Visioning 46
The Story of Ballet 46
The Story of Religious 49
The Story of Mary Mack 52
The Story of Sally Walker 54
What We Learned from the Narratives 56
Conclusion 58
Discussion Questions and Activities 58
Annotated Readings 60
References 61
Endnotes 62
6 Educational Leadership Along the U.S.-Mexico Border: Crossing Borders/Embracing Hybridity/Building Bridges 64
Effective Leadership at the Border: An Example 68
Toward a Border Epistemology of School Leadership 76
Conclusion: Border Leadership for All Schools 77
Implications for Practice 78
Assignments and Activities 80
Annotated Readings 80
References 81
Endnotes 83
7 Bridge People: Civic and Educational Leaders for Social Justice 85
Introduction 85
Early Orientation to Social Justice 88
Vivid Personal Experiences of Marginalization 91
Early Recognition and Support 93
Lifelong Commitment to Social Justice and Equity 94
Creating Community and Maintaining High Expectations 97
Striving for Social Justice Without Bitterness 98
Conclusion 100
Implications for Practice 101
Discussion Questions and Activities 105
Annotated Readings 107
Related Readings 108
References 108
8 Social Justice, Religion, and Public School Leaders 130
Religion, Secularism, and U.S. Public Schools 131
Educational Leadership, Social Justice, and Religion in Public Schools 136
Discussion Questions and Activities 137
Annotated Readings 141
Related Readings 142
References 142
Endnotes 144
9 Meeting All Students' Needs: Transforming the Unjust Normativity of Heterosexism 145
Heterosexism/Homophobia in Schooling 151
Institutional Contributions to Heteronormative Oppression 155
LGBTIQ Activism and Strategies for Collective Action 157
Heteronormativity and the Implications for Practice 158
Conclusions 162
Discussion Questions and Activities 162
Annotated Readings 163
References 164
Endnotes 165
10 Leading Beyond Disability: Integrated, Socially Just Schools and Districts
Leading Beyond Disability: Integrated, Socially Just Schools and Districts
Why Leaders for Social Justice Need to Consider Students Labeled with Disabilities
What do Integrated, Socially Just Schools and Districts Look Like?
A Typical Elementary School
An Integrated, Socially Just Elementary School
A Typical Middle School
An Integrated, Socially Just Middle School
A Typical High School
An Integrated, Socially Just High School
A Typical School District
An Integrated, Socially Just School District
Common Characteristics of Integrated, Socially just Schools and Districts
Conclusion: Leading Beyond Disability
Class Activities
Suggested Readings
On Disproportionality and Over-Identification in Special Education
On Disability Studies in Education
On Integrated Comprehensive Services (ICS)
References
