Discussion Post #3 Social Justice Leadership
Social justice is used in school guidelines, policy statements, and educational reform proposals to create a vision of culturally responsive schools to leave no child behind (Hytten & Bettez, 2011). It often needs to be clarified what we mean when we discuss a vision of social justice or how this influences such issues as program development, curriculum, educational pedagogies, and vision, and this can change over time as society evolves (Hytten & Bettez, 2011).
I find this topic covers a broad range of discussions that revolve around our personal definitions and perceptions of what social means and what justice means as two separate concepts: what it is and how we think we are being inclusive. Social justice in education can be closely linked to more global discussions of Justice, Equity, Diversity, Inclusion, and Belonging (J-DEI-B), which are essential principles in creating inclusive environments where everyone feels valued and respected.
Zeichner (2003) includes a social justice agenda as one of the three major approaches to teacher education reform, along with professionalization that enhances the status and quality of teachers through standards and certification processes and a deregulation agenda that pushes for reducing regulation barriers that would allow for alternate pathways into the teaching profession.
Hytten & Bettez (2011) outline five broad parts of social justice in education:
1. A Philosophy that clarifies concepts and issues, describes social relations through ideals and principles and ensures that all policies and practices align with social justice and equity principles. From an educational organization context, this could mean developing a clear mission statement emphasizing social justice and equity.
2. The Practical aspect involves implementing social justice through concrete actions and practices. As an example, this could mean creating more inclusive hiring practices, providing diversity training, and ensuring equal opportunities for all employees.
3. An Ethical imperative of social justice focuses on organizations adopting and fostering a culture of ethical behaviour, where decisions are made considering their impact on marginalized groups. This is also discussed in similar terms in Wang (2018).
4. A Political and policy discussion that involves recognizing and addressing power dynamics and inequalities in an organizational setting. To address this area, leaders can work to deconstruct hierarchical structures that promote inequality and promote policies around equity and inclusion.
5. The Experiential emphasizes personal experiences and narratives in understanding social justice. For example, educational institutions can create spaces for employees to share their experiences and perspectives to build a more inclusive workplace culture.
Wang (2018) focused on how principals in Ontario promote social justice through people-centred leadership practices:
1. Putting Students at the Center could also include putting employees at the center. Educational leaders can prioritize the well-being and development of their staff, ensuring that their needs and voices are heard and addressed. This can also include professional development for employees.
2. Developing Social Justice Leaders can create advocates for social justice by actively promoting and modelling inclusive behaviours and practices. This can involve taking a stand on social justice issues and leading by example. We lead not by how we talk but by how we walk.
3. Building School Climate through Social Justice and fostering positive relationships with families and communities by embedding social justice principles into their core values and everyday practices. This can include creating policies that support diversity, equity, and inclusion of their stakeholders and promoting social justice and equity beyond the school itself.
Three key takeaways from Hytten & Bettez (2011) and Wang (2018) for me include the need to:
- Align with Organizational Goals: Ensure that social justice initiatives align with the overall mission and goals of the organization.
- Engage Stakeholders: Involve employees, customers, and other stakeholders in developing and implementing social justice initiatives.
- Measure Impact: Regularly assess the impact of social justice initiatives and adjust as needed to ensure they are effective and meaningful.
- Develop a moral and ethical imperative that involves reflection, communication and building trust across all stakeholders.
- Start with leadership, moral courage, and the responsibility to lead change within educational organizations (Cambell, 2021).
By taking a broader view of social justice to include J-DEI-B in mainstream actions and thinking, educators can foster a more equitable and supportive learning environment that recognizes and celebrates diversity, challenges discrimination, and ensures that all students and employees feel a sense of belonging and empowerment that could extend beyond the walls of our education system.
References
Campbell, A.B. (2021). OCSD equity speaker series #4: Leadership in equity, diversity, and
inclusion: Leading change [Video]. YouTube. https://www.youtube.com/watch?v=gEeIUPmPu5g
Hytten, K., & Bettez, S. C. (2011). Understanding Education for Social Justice. Educational
Foundations, 25(1/2), 7–24.
McDonald, J. (2021). Making the Case for Social Justice Educators in America’s Schools UCLA School of Education and Information Studies. https://seis.ucla.edu/news/making-the-case-for-social-justice-educators-in-americas/
Wang, F. (2018). Social Justice Leadership—Theory and Practice: A Case of Ontario. Educational Administration Quarterly, 54(3), 470- 498. https://doi-org.proxy.queensu.ca/10.1177/0013161X18761341
Zeichner, K. (2003). ‘The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare and Retain the Best Teachers for All Students’. In: Teachers College Record, 105(3), 490–519. https://doi.org/10.1111/1467-9620.00248
