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.
Conclusions: The aim of this article is to provoke a discussion in the field and spark faculty to engage in ongoing conversations and thinking about their own programs and to imagine new avenues for future research in this area. Faculty also can use these suggestions as a guide to assess their efforts and to bolster program quality, sensitive to the unique needs and schooling contexts of their particular students.
Adams, M., Bell, L. A., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.
2.
Allen, A. (1997). Creating space for discussion about justice and equity in an elementary classroom. Language Arts, 74(7), 518-524.
3.
American Association of Colleges of Teacher Education. (AACTE). (1988). School leadership preparation: A preface to action. Washington, DC: Author .
4.
Anderson, G.L. (1990). Toward a critical constructivist approach to school administration: Invisibility, legitimation, and the study of non-events. Educational Administration Quarterly, 26(1), 38-59.
5.
Armstrong, D. E., & McMahon, B. J. (Eds.). (2006). Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice. Greenwich, CT: Information Age Publishing.
6.
Ayers, W., Hunt, J. A., & Quinn, T. (Eds.). (1998). Teaching for social justice. New York: New Press and Teacher's College Press.
7.
Bates, R. (1983). Educational administration and the management of knowledge. Victoria, Australia: Deakin University Press .
8.
Bell, G.C., Jones, E.B., & Johnson, J.F. (2002). School reform: Equal expectations on an uneven playing field. Journal of School Leadership, 12(3), 317-336.
9.
Bemak, F., & Chung, R.C. (2005). Advocacy as a critical role for urban school counselors: Working toward equity and social justice. Professional School Counseling, 8(3), 196-202.
10.
Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high risk, low trust times?Journal of School Leadership, 12(2), 198-222.
11.
Blase, J., & Blase, J. (1998). Handbook of instructional leadership: How really good principals promote teaching and learning. Thousand Oaks, CA: Corwin.
12.
Blase, J., & Blase, J. (2004). Handbook of instructional leadership: How successful principals promote teaching and learning (2nd ed.). Thousand Oaks, CA: Sage.
13.
Bogotch, I. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138-156.
14.
Bowers, C.A. (2001). Educating for ecojustice and community. Athens: University of Georgia Press.
15.
Brown, K.M. (2004). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Administrative Quarterly, 40(1), 79-110.
16.
Brown, K.M. (2005). Pivotal points: History, development, and promise of the principalship. In F. W. English (Ed.), The Sage handbook of educational leadership (pp. 109-141). Thousand Oaks, CA: Sage.
17.
Cambron-McCabe, N., & McCarthy, M. (2005). Educating school leaders for social justice. Educational Policy, 19(1), 201-222.
18.
Capper, C.A., Frattura, E., & Keyes, M. (2000). Meeting the needs of students of all abilities: Leading beyond inclusion. Newbury Park, CA: Corwin.
19.
Capper, C.A., & Young, M.D. (2007). Leading for social justice: Lessons from the leaders . Paper presented at the annual meeting of the American Educational Research Association, Chicago.
20.
Chien, Y.M., & Capper, C. (1999). The relationship between the principal and the director of pupil services in inclusive and traditional elementary schools . Paper presented at the annual meeting of the American Educational Research Association, Montréal, Quebec, Canada.
21.
Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal , 32(3), 493-522.
22.
Cochran-Smith, M. (2003). The multiple meanings of multicultural teacher education: A conceptual framework. Teacher Education Quarterly , 30(2), 7-26.
23.
Cochran-Smith, M. (2004). Defining the outcomes of teacher education: What's social justice got to do with it? Asia-Pacific Journal of Teacher Education, 32(3), 193-212.
24.
Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.
25.
Connell, R. (1993). Schools and social justice. Philadelphia: Temple University Press.
26.
Constantine, M.G., & Yeh, C. (2001). Multicultural training, self-construals, and multicultural competence of school counselors. Professional School Counseling , 4(3), 202-207.
27.
Creighton, T., & Jones, G. (2001, August). Selection or self-selection? How rigorous are our selection criteria for educational administration preparation programs?Paper presented at the annual meeting of the National Council of Professors of Educational AdministrationHouston, Texas.
28.
Crowther, F., Kaagan, S.S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin.
29.
Dantley, M. (2002). Uprooting and replacing positivism, the melting pot, multiculturalism, and other impotent notions in education leadership through an African American perspective. Education and Urban Society, 34(3), 334-352.
30.
Dantley, M.E. (2005). The power of critical spirituality to act and to reform. Journal of School Leadership,15, 500-518.
31.
Dantley, M., & Tillman, L.C. (2005). Social justice and moral transformative leadership . In C. Marshall & M. Olivia (Eds.), Leadership for social justice: Making revolutions in education (pp. 16-30). Boston: Pearson.
32.
Darling-Hammond, L. (2002a). Learning to teach for social justice. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice. New York: Teacher's College Press.
33.
Darling-Hammond, L. (2002b). Redesigning schools: What matters and what works . Stanford, CA: School Redesign Network at Stanford University.
34.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
35.
Darling-Hammond, L., French, J., & Garcia-Lopez, S. P. (Eds.). (2002). Learning to teach for social justice. New York: Teacher's College Press.
36.
Delpit, L. (1996). Other people's children. New York: New Press.
37.
DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don't learn. Bloomington, IN: National Educational Service.
38.
Foster, W. (1986). Paradigms and promises. Buffalo, NY: Prometheus.
39.
Fouad, N.A. (2006). Multicultural guidelines: Implementation in an urban counseling psychology program. Professional Psychology: Research and Practice, 37(1), 6-13.
40.
Frattura, E., & Capper, C.A. (2007). Leading for social justice: Transforming schools for all learners. Newbury Park, CA: Corwin.
41.
French, J. (2002). Idealism meets reality. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 59-65). New York: Teacher's College Press.
42.
Furman, G.C., & Gruenewald, D.A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly, 40(1), 49-78.
43.
García, E. (2005). Teaching and learning in two languages: Bilingualism and schooling in the United States. New York: Teacher's College Press.
44.
Garcia, J., & McGovern-Robinett, D. (2004, April). Finding a few good leaders: Lessons from a collaborative approach for selecting principalship program candidates. Presented at the annual meeting of the American Educational Research Association, San Diego, California.
45.
Gaudelli, W. (2001). Reflection on multicultural education: A teacher's experience. Multicultural Education, 8(4), 35-37.
46.
Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469-484.
47.
Giroux, H.A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. Boulder, CO: Westview .
48.
Goddard, R., Hoy, W., & Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher , 33(3), 3-13.
49.
Goldfarb, K.P., & Grinberg. J. (2002). Leadership for social justice: Authentic participation in the case of community center in Caracas, Venezuela. Journal of School Leadership, 12(2), 157-173.
50.
Grant, C.A., & Sleeter, C.E. (2006). Turning on learning: Five approaches for multicultural teaching plans for race, gender, and disability. Hoboken, NJ: John Wiley.
51.
Grant, C.A., & Sleeter, C.E. (2007). Doing multicultural education for achievement and equity. New York: Routledge .
52.
Green, A., Conley, J.A., & Barnett, K. (2005). Urban school counseling: Implications for practice and training. Professional School Counseling, 8(3), 189-195.
53.
Grogan, M. (Ed.). (2002). Guest editor's introduction: Leadership for social justice. Journal of School Leadership, 12(2), 112-115.
54.
Haberman, M. (1987). Recruiting and selecting teachers for urban schools (Urban Diversity Series No. 95, ED 292 942). New York: Teacher's College Press, ERIC Clearinghouse on Urban Education.
55.
Haberman, M. (1993). Predicting the success of urban teachers (the Milwaukee trials). Action in Teacher Education, 15(3), 1-5.
56.
Haberman, M. (1995). Selecting “star” teachers for children and youth in urban poverty. Phi Delta Kappan,76(10), 777-781.
57.
Haberman, M. (2005). Star teachers of children in poverty. Bloomington, IN: Kappa Delta Pi.
58.
Hallinger, P., & Heck, R. (1997). Exploring the principal's contribution to school effectiveness. School Effectiveness and School Improvement , 8(4), 1-35.
59.
Heckman, P.E. (1996). Democratic leadership and places to practice it . Journal of School Leadership, 6(2), 142-154.
60.
Hedlund, J., Witl, J.M., & Nebel, K.L. (2006). Assessing practical intelligence in business school admissions: A supplement to the graduate management admissions test. Learning and Individual Differences, 16(2), 101-127.
61.
Henderson, P., Self, E.F., & Jones, M.A. (1999). Screening for pervasive intolerance in admissions candidates. Paper presented at the annual meeting of the American Counseling Association, Las Vegas, Nevada .
62.
Henderson, R.L. (1994, Fall). Effective screening and recruitment in graduate education for multicultural educational leaders. Catalyst for Change, 24, 13-16.
63.
Holcomb-McCoy, C. (2004). Assessing the multicultural competence of school counselors: A checklist. Professional School Counseling, 7(3), 178-186.
64.
Hunt, J.A. (1998). Of stories, seed and the promises of social justice . In W. Ayers, J. A. Hunt, & T. Quinn (Eds.), Teaching for social justice (pp. xiii-xv). New York: New Press and Teacher's College Press.
65.
Johnson, R. (2000). Using data to close the achievement gap: How to measure equity in our schools. Newbury Park, CA: Corwin.
66.
Joyce, B., Weil, M., & Calhoun, E. (2003). Models of teaching (7th ed.). Englewood Cliffs, NJ: Prentice Hall.
67.
Joyner, E.T., Ben-Avie, M., & Comer, J. (2004). Dynamic instructional leadership to support student learning and development. Thousand Oaks, CA: Sage.
68.
Karagiannis, A., Stainback, W., & Stainback, S. (1996). Historical overview of inclusion. In S. Stainback & W. Stainback (Eds.), Inclusion: A guide for educators (pp. 17-28). Baltimore : Paul Brookes.
69.
Klingner, J.K., Artiles, A.J., Kozleski, E., Harry, B., Zion, S., & Tate, W. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38), 1-40.
70.
Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner: The definitive classics in adult education and human resource development. New York : Elsevier.
71.
Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann.
72.
Kosciw, J. (2004). The 2003 national school climate survey. The school-related experiences of our nation's lesbian, gay, bisexual and transgender youth (ED 486412). Retrieved April 23, 2007.
73.
Ladson-Billings, G. (1994). The dreamkeepers. San Francisco : Jossey-Bass.
74.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.
75.
Ladson-Billings, G. (1997). Toward a theory of culturally relevant pedagogy . American Education Research Journal, 32(3), 465-491.
76.
Larson, C., & Murtadha, K. (2002). Leadership for social justice, In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 134-161). Chicago: University of Chicago Press.
77.
Larson, C., & Ovando, C. (2001). The color of bureaucracy: The politics of equity in multicultural school communities. Belmont, CA: Wadsworth.
78.
Lee, C.C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4(4), 257-261.
79.
Lee, C.C. (2005). Urban school counseling: Context, characteristics, and competencies. Professional School Counseling, 8(3), 184-188.
80.
Leithwood, K., & Duke, D. (1998). Mapping the conceptual terrain of leadership: A critical point of departure for cross-cultural. Peabody Journal of Education, 73(2), 31-51.
81.
Lewison, M., Flint, A.S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382-392.
82.
Lopez, G.R., Gonzalez, M.L., & Fierro, E. (2005). Educational leadership along the U.S.-Mexico border: Crossing borders/embracing hybridity/building bridges. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (pp. 64-84). Boston: Pearson .
83.
Lopez, G.R., Scribner, J.D., & Mahitivanichcha, K. (2001). Redefining parental involvement: Lessons from high-performing migrant-impacted schools. American Educational Research Journal, 38(2), 253-288.
84.
Lyman, L.L., & Villani, C.J. (2002). The complexity of poverty: A missing component of educational leadership programs. Journal of School Leadership , 12(3), 246-280.
85.
MacKinnon, D. (2000). Equity, leadership, and schooling. Exceptionality Education Canada, 10(1-2), 5-21.
86.
Makler, A. (1994). Through teachers' eyes: Teaching about justice and injustice. Update onLaw-Related Education, 18(1), 15-20.
87.
Marshall, C. (2004). Social justice challenges to educational administration: Introduction to a special issue. Educational Administration Quarterly, 40(1), 5-15.
88.
Marshall, C., & Oliva, M. (2006). Building the capacities of social justice leaders . In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (pp. 1-15). Boston: Pearson.
89.
Maynes, B., & Sarbit, B. (2000). Schooling children living in poverty: Perspectives on social justice. Exceptionality Education Canada, 10(1-2), 37-61.
90.
McCarthy, M. (1999). The evolution of educational leadership preparation programs. In J. Murphy & K. Seashore Lewis (Eds.), Handbook of research on educational administration (2nd ed., pp. 119-139). San Francisco: Jossey-Bass.
91.
McKenzie, K., & Scheurich, J. (2004). Equity traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students . Educational Administration Quarterly, 40(5), 601-632.
92.
McKenzie, K., Skrla, L., & Scheurich, J. (2006). Preparing instructional leaders for social justice . Journal of School Leadership, 16(2), 158-170.
93.
Mezirow, J. (1981). A critical theory of adult learning education . Adult Education Quarterly, 23(1), 3-24.
94.
National Policy Board for Educational Administration. (NPBEA). (1989). Improving the preparation of school administrators: An agenda for reform (ED 310493). Charlottesville: University of Virginia Press.
95.
Oakes, J., Quartz, K.H., Ryan, S., & Lipton, M. (2000). Becoming good American schools. Phi Delta Kappan,81(8), 568-576.
96.
Odden, A., & Archibald, S. (2001). Reallocating resources: How to boost student achievement without asking for more. Thousand Oaks, CA: Corwin.
97.
Parker, L., & Shapiro, J.P. (1992). Where is the discussion of diversity in educational administration programs? Graduate students' voices addressing an omission in their preparation. Journal of School Leadership, 2, 7-33.
98.
Perry, E. (1997). Is equity always best? Educational stakeholders lash out. Journal of Educational Administration, 35(5), 451-465.
99.
Peterson, M.J., & Hittie, M.M. (2003). Inclusive teaching: Creating effective schools for all learners. Boston: Allyn & Bacon.
100.
Pohland, P., & Carlson, L.T. (1993). Program reform in educational administration. University Council for Educational Administration, 34(3), 4-9.
101.
Pounder, D., Reitzug, R., & Young, M. (2002). Preparing school leaders for school improvement, social justice, and community. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 261-288). Chicago: The University of Chicago Press.
102.
Rapp, D. (2002). Social justice and the importance of rebellious imaginations. Journal of School Leadership, 12(3), 226-245.
103.
Rea, P.J., McLaughlin, V.L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68(2), 203-223.
104.
Resnick, L., & Harwell, M. (1998). High performance learning communities: CSD 2 achievement (OERI Research Contract RC-96-137002). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
105.
Riester, A.F., Pursch, V., & Skrla, L. (2002). Principals for social justice: Leaders of school success for children from low-income homes. Journal of School Leadership, 12(3), 281-304.
106.
Rusch, E.A. (2004). Gender and race in leadership preparation: A constrained discourse. Educational Administration Quarterly, 40(1), 16-48.
107.
Scanlan, M. (2005). Epistemologies of inclusivity: The possibilities and limits of including traditionally marginalized students in select Catholic elementary schools. Unpublished dissertation, University of Wisconsin, Madison.
108.
Scanlan, M. (2006). Problematizing the pursuit of social justice education . UCEA Review, XLVI(2).
109.
Scheurich, J.J. (1998). Highly successful and loving, public elementary schools populated mainly by low-SES children of color: Core beliefs and cultural characteristics. Urban Education, 3, 451-491.
110.
Scheurich, J., & Skrla, L. (2003). Leadership for equity and excellence: Creating high achievement classrooms, schools, and districts, Thousand Oaks, CA: Corwin.
111.
Schumaker, D.R., & Sommers, W.A. (2001). Being a successful principal: Riding the wave of change without drowning. Thousand Oaks, CA: Corwin.
112.
Shields, C.M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly , 40(1), 111-134.
113.
Singleton, G.E., & Linton, C. (2006). Courageous conversations about race. Thousand Oaks, CA: Corwin.
114.
Skrla, L., Scheurich, J.J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40(1), 135-163.
115.
Smith, J. (1990). The redesign of principalship preparation programs: Rhetoric or substantive reform. Paper presented at the annual meeting of the Ohio Council of Professors of Educational Administration.
116.
Smyth, J. (Ed.). (1989). Critical perspectives on educational leadership. London : Falmer.
117.
Solomon, R.P. (2002). School leaders and antiracism: Overcoming pedagogical and political obstacles. Journal of School Leadership, 12(2), 174-197.
118.
Somers, M., & Lynch, D. (1994). Future principals: Selecting educators for leadership . NASSP Bulletin, 78, 81-84.
119.
Sternberg, R. (2004). Theory-based university admissions testing for a new millennium. Educational Psychologist, 39(3), 185-198.
120.
Theoharis, G.T. (2004). At no small cost: Social justice leaders and their response to resistance. Unpublished dissertation, University of Wisconsin, Madison.
121.
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221-258.
122.
Theoharis, G. (in press).Navigating rough waters: A synthesis of the countervailing pressures against leading for social justice. Journal of School Leadership.
123.
Touchton, D., & Acker-Hocevar, M. (2001). Using a lens of social justice to reframe principals' interviews from high poverty, low performing schools. Paper presented at the annual convention ofthe University Council for Educational Administration , Cincinnati, Ohio.
124.
Traudt, K. (2002). Survey says . . .: Can White teachers effectively teach students of color? In L. Darling-Hammond, J. French, &S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 43-51). New York: Teacher's College Press.
125.
Vibert, A., & Portelli, J. (2000). School leadership and critical practice in an elementary school. Exceptionality Education Canada, 10(2), 23-36.
126.
Villa, R.A., & Thousand, J.S. (2005). Creating an inclusive school . Alexandria, VA: Association for Supervision and Curriculum Development.
127.
Villani, S. (2005). Mentoring and induction programs that support new principals. Thousand Oaks, CA: Sage.
128.
Wallace, B. (2000). A call for change in multicultural training at graduate schools of education: Educating to end oppression and for social justice. Teachers College Record, 102(6), 1086-1111.
129.
Ward, R.E. (2004). Improving achievement in low-performing schools: Key results for school leaders. Thousand Oaks, CA: Corwin.
130.
West. C. (1999). The Cornel West reader. New York: Civitas Books.
131.
Wilmore, E. (2004). Principal induction: A standards-based model for administrator development. Thousand Oaks, CA: Corwin.
132.
Woolfolk-Hoy, A.E., & Hoy, W.K. (2005). Instructional leadership: A research-based guide to learning in schools. Boston: Allyn & Bacon.
133.
Yeh, C.J., & Arora, A.K. (2003). Multicultural training and interdependent and independent self-construal as predictors of universal-diverse orientation among school counselors. Journal of Counseling and Development , 81, 78-83.
134.
Young, M.D., & Laible, J. (2000). White racism, anti-racism, and school leadership preparation. Journal of School Leadership, 10(5), 374-415.
