Campus Units

Education, School of

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

2-1-2017

Journal or Book Title

Education and Urban Society

Volume

49

Issue

2

First Page

203

Last Page

228

DOI

10.1177/0013124516630598

Abstract

While much has been written about preparing educational leaders to lead for social justice, much less has been written about how to do so. This study is one of the first to analyze the reflections and written assignments of aspiring administrators to determine what they are currently thinking about poverty, race and ethnicity, and social justice leadership and how that thinking is shaped throughout one course. Results indicate that students were variable in their individual reflections, but that assignments which required them to analyze the inequities in their schools and develop an implementation plan led all of these aspiring administrators to seek to redress those inequities. The paper discusses implications for other programs which prepare educational leaders.

Comments

This manuscript was published as Hernandez, Frank, and Joanne Marshall. "Auditing Inequity: Teaching Aspiring Administrators to Be Social Justice Leaders." Education and Urban Society 49, no. 2 (2017): 203-228. Copyright © 2016 The Author(s). Reprinted by permission of SAGE Publications. DOI: 10.1177/0013124516630598. Posted with permission.

Copyright Owner

The Authors

Language

en

File Format

application/pdf

Published Version

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