A volume in Educational Leadership for Social Justice Series Editor
Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock
University; Ira Bogotch, Florida Atlantic University; Sandra
Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth
University; George Theoharis, Syracuse University The purpose of
this book is to examine and learn lessons from the way leadership
for social justice is conceptualized in several disciplines and to
consider how these lessons might improve the preparation and
practice of school leaders. In particular, we examine philosophy,
anthropology, sociology, economics, political science, public
policy, and psychology. Our contention is that the field of
educational leadership might consider taking a step backward in
order to take several forward. That is, educational leadership
researchers might re-examine social justice, both in terms of
social and individual dynamics and as disciplinary-specific,
multidisciplinary and interdisciplinary phenomenon. By adopting
this approach, we can connect and extend long-established lines of
conceptual and empirical inquiry and thereby gain insights that may
otherwise be overlooked or assumed. This holds great promise for
generating, refining, and testing theories of social justice in
educational leadership and will help strengthen already vibrant
lines of inquiry. That is, rather than citing a single, or a few,
works out of their disciplinary context it might be more fruitful
to situate educational leadership for social justice research in
their respective traditions. This could be carried out by extending
extant lines of inquiry in educational leadership research and then
incorporating lessons gleaned from this work into innovative
practice. For example, why not more clearly establish lines of
educational leadership and justice research into the Philosophy of
Social Justice, Economics of Social Justice, Political Studies of
Social Justice, Sociology of Social Justice, Anthropology of Social
Justice, and the Public Policy of Social Justice as focused and
discrete areas of inquiry? Once this new orientation toward the
knowledge base of social justice and educational leadership is
laid, we might then seek to explore some of the natural connections
between traditions before ultimately investigating justice in
educational leadership through a free association of ideas as the
worlds of practice and research co-construct a "new" language they
can use to discuss educational leadership. Such an endeavor may
demand reconceptualization of both the processes and products of
collaborative research and the communication of findings, but it
will demand a breaking-down of methodological and epistemological
biases and a more meaningful level and type of engagement between
primary and applied knowledge bases.
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