From the Field: A Proposal for Educating Leaders for Social Justice

Autor/inn/en	McKenzie, Kathryn Bell; Christman, Dana E.; Hernandez, Frank; Fierro, Elsy; Capper, Colleen A.; Dantley, Michael; Gonzalez, Maria Luisa; Cambron-McCabe, Nelda; Scheurich, James Joseph
Titel	From the Field: A Proposal for Educating Leaders for Social Justice
Quelle	In: Educational Administration Quarterly, 44 (2008) 1, S.111-138 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X07309470
Schlagwörter	Academic Achievement; Justice; Instructional Leadership; Principals; Leadership Training; Administrator Education; Program Effectiveness; Administrator Role; Leadership Responsibility; Achievement Gains; Citizenship Education; Classroom Environment; Heterogeneous Grouping; Access to Education; Educational Quality; Consciousness Raising; Inclusive Schools + Suchen Sie Ihr Suchwort? Schulleistung; Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Führungslehre; Achievement gain; Leistungssteigerung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Klassenklima; Unterrichtsklima; Access; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Bewusstseinsbildung; Inclusive school; Integrative Schule
Abstract	Purpose: The purpose of this article is to suggest the structure and content of an educational leadership program whose aim is to prepare principals for social justice work. Research Design: The authors have conceptualized foundational components for a comprehensive principalship program focused on social justice. They assert that educational leaders for social justice must have three goals at the forefront of their efforts: (a) They must raise the academic achievement of all the students in their school, that is, high test scores do matter; (b) they must prepare their students to live as critical citizens in society; and (c) both of these goals can only be achieved when leaders assign students to inclusive, heterogeneous classrooms that provide all students access to a rich and engaging curriculum. The components addressed for this social justice-oriented principalship preparation program include (a) how students should be selected for such a program and (b) an outline of the knowledge and content for educating social justice leaders. The importance of induction/praxis after students graduate from these programs is discussed. (Contains 1 note.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10