Intellectual leadership for social justice

ABSTRACT

In this essay we explore how pernicious social narratives affect schooling and suggest rethinking leadership may ameliorate issues of injustice in education. We reject the idea that school leaders must necessarily be politicians who serve as bureaucratic management-oriented functionaries. We claim instead they are intellectual leaders who might facilitate complex learning possibilities through which students and teachers work toward justice in and beyond the classroom. Moreover, leaders may support justice work with and for students, teachers, and communities by providing vision, materials, relationships, and contexts through which community-oriented partnerships may be formed.

KEYWORDS:

• Leadership
• justice
• community
• social change

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kevin Russel Magill

Kevin R. Magill is Assistant Professor of Secondary Education at Baylor University. In his research, Dr. Magill examines the social relations of production in teacher education, teaching and learning. He is particularly interested in how critical educational practices and postures can lead to educator and community agency.

Arturo Rodriguez

Arturo Rodriguez is Professor of Literacy, Language, and Culture at Boise State University whose teaching and research interests include critical theory/pedagogy, critical humanism, multiculturalism, and social justice issues in education.