Radicalizing Educational Leadership: Dimensions of Social Justice

Citation

Killingsworth, M. (2010), "Radicalizing Educational Leadership: Dimensions of Social Justice", Journal of Educational Administration, Vol. 48 No. 4, pp. 546-549. https://doi.org/10.1108/09578231011054770

Radicalizing Educational Leadership: Dimensions of Social Justice is a collection of papers representing a call to action for educational leaders to stand for and support equality for all. As the second volume of a series titled Educational Leadership and Leaders in Context, each of the essays in volume two describes social justice and the need to move towards a better, just society. The introduction examines social justice from the perspective of both scientists as well as educators. It stresses the need for both to recognize the value in the other viewpoint, while examining the various facets of justice. The book is organized into five chapters with the final chapter in the form of a commentary.

In Chapter 1, “History as a way of understanding and motivating”, Jackie Blount stresses the need to understand the history of social justice as a precursor to assess the current status and move forward towards change. By learning the history, individuals can fully understand the patterns, thus becoming more aware and better equipped to deal with such issues. Blount sees this as a crucial step, believing it's essential to (p. 19) “reclaim history, tell our stories, or “show the face of our oppressor”. Discussing various projects that can help in the movement towards social justice, Blount sees the relevance in exploring these avenues to examine how the interactions originated and guide our steps forward.

Providing background information on women school leaders, Blount discusses individuals who have told the stories of their struggle to contend with lower pay, reduced authority, and lower respect, and have lead the way to great strides made by women today. Blount highlights the efforts of Ella Flagg Young who blazed trails for the many women to follow. Described as a woman with great strength and determination, Flagg Young is applauded for forging ahead and leading the cause, demanding equality. Finally, Blount encourages all individuals to get involved, working for social justice, not merely the particular group affected. She contends that all individuals should work to bring about equitable opportunities with the goal to transform into a society where all individuals have equal access and equal opportunities.

Chapter 2, “Toward a transformational theory of social justice”, is presented by Floyd Beachum. Beachum begins by recalling the events of Hurricane Katrina, wondering, where is the social justice? With various individuals losing their homes, possessions, and lives, he asserts that the lack of urgency in the initial response is a reflection of a “just” society being that which is envisioned by professors and scholars, but not a reality for all individual citizens. In defining and outlining the term social justice, Beachum compared the original intent with current ideas of social justice. John Dewey's ideas are highlighted, with Beachum asserting that educational leadership is at a crucial point where leaders can make strides towards true equality in educational institutions, supporting Dewey's vision, or can be passive bystanders as the status quo is maintained. He issues a challenge for all to join the fight for social justice in whatever manner appropriate for the individual, claiming that it is not relegated to a single event in history, but is needed wherever injustice and inequality exists. Beachum discussed racism on the individual, institutional, and cultural level, sexism, and classism as often the focus of social justice discussions. Borrowing from Lynch and Baker (2005, p. 54):

Equal respect and recognition is not just about the liberal idea that every individual's entitled to equal rights and the privileges of citizenship in the country in which they live […] It is also about appreciating or accepting differences rather than merely tolerating them.

Beachum closes by advocating transformational social justice not confined to one specific frame. Because current issues are deeply rooted in social, political, and historical events that impact the educational realm, transformational leaders should rely on multiple facets and approaches to understanding and handling such problems, including the moral and ethical component.

In Chapter 3, “Freedom and justice”, Jeffrey Brooks discusses freedom and begins to illustrate how its definition is relative to specific circumstances. Attempting to link two presentations from a conference attended, both of which addressed freedoms afforded and denied in a very different manner, the Brooks describes how the freedom discussed in the first presentation, from a historical standpoint, created the very situation discussed in the second presentation, where individuals are describing educational institutions with barriers that hinder specific individuals from enjoying certain “rights” afforded to others. As he described, (p. 62) “one's freedom was another's bondage”. Brooks draws examples from Martin Luther King Jr and Rosa Parks' journey towards combating legal discrimination as individuals seeking equality, yet also invites all to join the cause, not merely those individuals directly affected. He discusses formal freedom, critical freedom, and educational freedom as a vehicle for reflection and dialogue for educational leaders. He sees it as an integral part of conversations surrounding social justice.

In Chapter 4, “Social justice as an educational construct: problems and possibilities”, Ira Bogotch begins with a strong assertion that philosophical and social theories have failed in bringing about social justice, and that the voice of educators is the missing component needed. Bogotch et al. (2008) asserts that educators must lead the cause. Stating that educators are not recognized for the value to contribute to such discussions, this essay has the goal of refocusing debates of social justice around education. Previously relying on Dewey's views of education, he now takes the approach that other theories have value in the conversation. He calls on educators to be more political, more involved, and more critical regarding existing schools of thought. Bogotch presents problems and possibilities with viewing social justice as an educational construct. Problems cited include the reality that progress of social justice issues are limited because of the various forces involved, and the reality that individuals responsible for ensuring constitutional rights are afforded to all at times do not always protect citizens' rights, creating mistrust of the system by individuals. Another problem Bogotch presents is that educator's roles and responsibilities does not include social justice, and therefore is seen on the peripheral of the education system. Exploring the possibilities for viewing social justice as an educational construct, Bogotch stresses the need for intentional conversation and action. He suggests that social justice educators can overcome institutional barriers, working towards transformation beginning in their own institutions with the everyday conditions individuals are faced with.

Chapter 5, “Towards a theory of social justice/injustice”, is presented by Fenwick English. English begins this essay with a quote from Cornel West describing the current state of affairs regarding social justice, and the frequency of educational leadership programs utilizing the term within its program. English asserts that the standards for existing educational leadership preparation programs are insufficient in relation to social justice concerns. Although educational leaders are able to address those areas within their own institutions, the standards do not lend themselves to individuals becoming concerned with and acting on issues on a larger scale, outside the educational setting. English also discuses common theories often used in teaching social justice, and limitations of current approaches used. Michael Mann's thoughts on social justice and the various forms of social power are referenced, as well as a detailed historical account of the development of the various forms of social power.

The final chapter is titled “The challenge of the ordinary”. Jonathan Jansen discusses the routine practices of school and the struggle to get beyond the ordinary to make needed changes. Jansen views that schools are now in a state where their effectiveness is measured by a single test score. Because of the increased focused on tests, students are not given the opportunity to learn material for their educational growth. Jansen attributes this to theoretical ideas not being aligned with educators' daily experiences. Noting the value of researchers, he discusses the apparent disconnect between theory and the everyday lives of students and teachers in the classroom.

In order to make progress, theorist must question how testing came to be used as a form of oppression, how curriculum changed so that the focus is solely on material in preparation for tests, why teachers are now seen as part of the problem, and at what point teaching became about facts and figures in preparation for a high‐stakes test. Jansen suggests researchers and educators study such questions in an effort to make changes‐ changes that are to be done from the inside, and out. Because teachers and administrators are the experts, those writing about educational theory must consider them and their first‐hand knowledge and experience.

Radicalizing Educational Leadership: Dimensions of Social Justice is a must‐read volume for all those who have a vested interest in ensuring a quality education for all students and who have a vested interest in deep understanding about social justice leadership. It is highly recommended for policy makers, teachers, parents, school leaders and professors of educational leadership programs for the book is one important way that individuals can heighten their awareness of their own conditions. As Blount writes (p. 37):

It can inspire understanding that compels social justice leadership on account of one's status. It can assist potential allies in learning how their own lived experiences of oppression might translate to persons experiencing subjugation along other social dimensions. It can accomplish these ends by provoking us to ask better questions, to understand larger patterns more deeply, and to find inspiration in the infinitely varied stories of human frailty and courage. And it can motivate us to join together in working for true social, political, and economic fairness for all persons.