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Class Facilitation LHAE 1041

Wendy Quon

Jean-Marie, G., Normore, A., & Brooks, J. (2009). Leadership for Social Justice: Preparing 21st Century School Leaders for a
New Social Order. Journal of Research on Leadership Education, 4(1), 1-31.
Introduction
At the beginning of the 21st century, there has been an increase focus on social justice and educational leadership. The
concept of social justice was often marginalized within educational leadership degree and certification programs. Traditionally,
the program did not allow any preparation for educational leaders to efficiently need the growing and concerning social
demands of the 21st century. Now more than ever, school leaders are pressured to be accountable under immense social and
fiscal pressure, while coping with a political environment that is polarized and fearful about the growing complexities of this
new social order. Hence, school leaders must be prepared to face these pressures and create schools that advocate for
education that advances the rights and education for all children.
What do we need?
The current leadership preparation programs need to better prepare school leaders to promote a broader and deeper
understanding of social justice, democracy and equity.
Four Dominant Issues:
The article reveals from their analysis that there are four dominant issues between educational leadership and social justice
literatures that are essential for creating a new social order. We need to create new conditions (reorientation) prior to
committing to a course of action for change.
1. Conceptualizing social justice and a new social order in leadership preparation

Defining social justice and educational leaders as social architects

2. Beyond traditional leadership preparation to leadership for social justice

What makes up the knowledge base of educational administration?

Paradigmatic shift from indifference/ignorance toward issues of social justice in practice

A quality principal internship is necessary to produce effective principals

Programs curricula must adequately address the diverse and complex issues in society

3. Moving toward critical pedagogy: leadership for liberation and commitment to social justice

Liberatory education is to develop critical consciousness and serves as a catalyst for social justice and the
development of a new social order

4. Making connections between local and global research to extend leadership for social justice

Broadening our conception of the knowledge base that under-girds educational leadership for social justice in
order to deepen it,

Reconsidering research designs and outcomes, and

Realizing that local and global are parts of one interrelated whole.

Discussion Questions:
1. How do you define a quality internship that will ensure interns to become effective school leaders? Give examples
what should be included in such internship and how it can be effective and create a positive social impact in school
environments.
2. What other disciplines may provide useful to develop research in educational leadership for social justice? Use
examples and elaborate any academic findings. Please be sure to include references.
3. How can we create a non-dichotomizing and non-polarizing (not through a eurocentric lens, but a cosmos lens) yet
multi-perspectival and multi-scalar research design that will further develop research in educational leadership for
social justice?