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Abstract
The purpose of this paper is to introduce a theory of critical forgiveness, which we define as a cognitive choice or emotional change towards healing relationships after injustice has occurred, while considering the power and privilege of those involved. We suggest that critical forgiveness is especially applicable to research and practice in schools, where relationships are central, and for transformational leadership that seeks to right inequities. Critical forgiveness builds on both critical theory and cross-disciplinary research on forgiveness to offer an alternative framework for restoring justice. That restoration is essential for positive relationships in schools as well as for providing a more equitable learning environment for all students.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Joanne M. Marshall
Joanne M. Marshall is a former high school teacher and a current associate professor in the School of Education at Iowa State University, where she teaches in the teacher preparation program and researches religion and social justice pedagogy.
Tyson E. J. Marsh
Tyson E. J. Marsh is associate professor in educational leadership at University of Washington Bothell. His work as an international school leader coupled with his experience working in schools in the United States inform his research focused on the political, historical, social, cultural and economic function of educational leaders in relation to indigenous and minoritized communities.