Leveraging Conflict for Social Justice: How "Leadable" Moments Can Transform School Culture

Autor/in	Aleman, Enrique, Jr.
Titel	Leveraging Conflict for Social Justice: How "Leadable" Moments Can Transform School Culture
Quelle	In: Journal of Cases in Educational Leadership, 12 (2009) 4, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458909352367
Schlagwörter	Politics of Education; School Culture; Negative Attitudes; Gifted; Minority Group Children; Social Isolation; Bullying; Conflict; Transformational Leadership; Educational Opportunities; Elementary Schools; Principals; Social Justice; Transformative Learning; Population Trends; Classroom Environment; Resistance to Change; Change Strategies; Interpersonal Competence; Grade 6 + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Schulkultur; Schulleben; Negative Fixierung; Begabter, Hoch Begabter; Soziale Isolation; Mobbing; Konflikt; Bildungsangebot; Bildungschance; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Soziale Gerechtigkeit; Pädagogische Transformation; Bevölkerungsprognose; Klassenklima; Unterrichtsklima; Lösungsstrategie; Interpersonale Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	It is not a question of whether conflict within a school will occur, but rather when it will manifest and by whom. Often times, conflict occurring between key stakeholders such as teachers, parents, and students is looked upon as tainting school culture or sabotaging change strategies. However, conflict may also serve as a catalyst for larger discussions of deficit thinking or shifts in the educational practice of a school. Capitalizing on these instances of conflict as "leadable" moments, school leaders are situated to leverage conflict for social justice aims. This case centers on an elementary school principal who encounters an instance of conflict with multiple constituencies. She is challenged in her resolution of a classroom incident while recognizing that it also represents larger, school- and district-wide issues. Responding to a teacher's approach in addressing racist and bigoted language, a parent's frustration with her child's schooling experience, and a district official's concern over diversity and equal educational opportunity, the principal is thrust into the micropolitical center of a school and moved to conceptualize how leadership for social justice may be infused into the situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10