Educational Theory: The Specific Case of Social Justice as an Educational Leadership Construct

Chapter
Part of the Springer International Handbooks of Education book series (SIHE, volume 29)

Abstract

A number of operating principles are discussed in this chapter:
  1. 1.

    Social justice is both necessary and contingent with respect to education, that is, social justice can never be guaranteed or sustained without continuous efforts, including work within difficult – undemocratic– circumstances.

     
  2. 2.

    Social justice, as a deliberate intervention, is different from good teaching and moral leadership.

     
  3. 3.
    Educational researchers come to know social justice through consequences experienced by participants, not by:
    1. (a)

      A priori theoretical concepts

       
    2. (b)

      Well-intentioned dispositions of researchers

       
    3. (c)

      Researcher awareness or diagnosis of inequities

       
     
  4. 4.

    As such, social justice is defined by material changes in participants’ lives and only then is it validated by educational researchers post hoc.

     
  5. 5.

    Social justice as an educational leadership construct has to do with the PLACE of education in societies in terms of re-centering and engaging educational leadership within dominant social, political, economic, and transcendent discourses.

     

The chapter invites readers to make their own professional judgments regarding these operating principles which may entail considering them as hypotheses for empirical testing.

Keywords

Social Justice Educational Researcher Educational Theory Educational Leadership Dominant Discourse 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Bauer, S., & Bogotch, I. (2001). An analysis of the relationships among site council resources, council practices, and outcomes. Journal of School Leadership, 11(2), 98–119.Google Scholar
  2. Biesta, G., & Safstrom, C. (2011). A manifesto for education. http://www.docstoc.com/docs/99835910/A-manifesto-for-education
  3. Bogotch, I. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12, 138–156.Google Scholar
  4. Bogotch, I., Beachum, F., Blount, J., Brooks, J., & English, F. (2008). Radicalizing educational leadership: Dimensions of social justice. Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  5. Bogotch, I., Keaster, R., Baldwin, B., & Wonycott, A. (1995). Exploring influences of contextual variables on beginning principals. Journal of School Leadership, 5(3), 231–247.Google Scholar
  6. Bogotch, I., & Roy, C. (1997). The contexts of partial truths: An analysis of principal’s discourse. Journal of Educational Administration, 35(3), 234–252.CrossRefGoogle Scholar
  7. Dewey, J. (1927/1954). The public and its problems. New York: Henry Holt and company.Google Scholar
  8. Eisner, E. (2002). The centrality of curriculum and the function of standards. Arts and creation of the mind (pp. 148–176). New Haven, CT: Yale University Press.Google Scholar
  9. Fanon, F. (1968). The wretched of the earth. New York: Grove Press, Inc.Google Scholar
  10. Hayden, P. (2002). John Rawls: Towards a just world order. Cardiff, UK: University of Wales Press.Google Scholar
  11. Hayek, F. (1976). Law, legislation and liberty: A new statement of the liberal principles of justice and political economy. Volume II. The mirage of social justice. London: Routledge and Kegan Paul.Google Scholar
  12. Leithwood, K. (2009). Closing the achievement gap: What successful school leaders know and do. Report prepared for the Ontario Ministry of Education.Google Scholar
  13. Levitt, S. D., & Dubner, S. J. (2005). Freakonomics: A rogue economist explores the hidden side of everything (p. xxiv). New York: William Morrow.Google Scholar
  14. Marshall, C., & Young, M. (2006). A. Bold assertion: Those who can’t or won’t shouldn’t. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (p. 308). Boston: Pearson Education.Google Scholar
  15. Miron, L. (2006).A conception of performative ethnography. Unpublished manuscript.Google Scholar
  16. Nafisi, A. (2004). Teaching Lolita in Tehran. New York: Random House.Google Scholar
  17. Pinar, W. (2001). The gender of racial politics and violence in America. New York: Peter Lang.Google Scholar
  18. Plato, Translated by Cornford, F. (1945/1964). The republic of Plato. New York: Oxford University Press.Google Scholar
  19. Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press.Google Scholar
  20. Russell, B. (1912/1970). The problems of philosophy. New York: Oxford University Press.Google Scholar
  21. Schoorman, D., & Bogotch, I. (2010). What is a critical multicultural researcher? A self-reflective study of the role of the researcher. Journal of Education, Citizenship and Social Justice, 5(3), 249–264.CrossRefGoogle Scholar
  22. Sen, A. (1999). Development as freedom. Oxford, UK: Oxford University Press.Google Scholar
  23. Stevens, J. (2012, June 23) Political scientists are lousy forecasters. New York Times. http://www.nytimes.com/2012/06/24/opinion/sunday/political-scientists-are-lousy-forecasters.html?pagewanted=all&_r=0
  24. Weiss, C. (1991). Evaluation research in the political context: Sixteen years and four administrations later. In Evaluation and education: at quarter century (National Society for the Study of Education, Vol. 90 (2), Chapter IX, pp. 211–231). Chicago: National Society for the Study of Science Education. http://nsse-chicago.org/chapter.asp?uid=2655
  25. Young, I. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Educational Leadership and Research MethodologyFlorida Atlantic UniversityBoca RatonUSA

Personalised recommendations