Leadership for social justice and equity: Evaluating a transformative framework and andragogy

Educational Administration Quarterly

Volumn 42, Issue 5, 2006, Pages 700-745

  Brown, Kathleen M ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

Andragogy; Critical social theory; Preparation programs; Social justice and equity; Transformative learning

Indexed keywords

EID: 33750926481     PISSN: 0013161X     EISSN: 15523519     Source Type: Journal    
DOI: 10.1177/0013161X06290650     Document Type: Article

References (117)

1. Alexander, K. L., Entwisle, D. R., & Olsen, L. S. (2001). Schools, achievement and inequality: A seasonal perspective. Education Evaluation and Policy Analysis, 23 (2). 171-191.
2. Andrews, R., & Grogan, M. (2001, September). Defining preparation and professional development for the future. Paper commissioned for the first meeting of the National Commission for the Advancement of Educational Leadership Preparation, Racine, WI.
3. Apple, M. W. (1993). Official knowledge: Democratic education in a conservative age. New York: Routledge.
4. Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
5. Ayers, W. (1998). Forward: Popular education: Teaching for social justice. In W. Ayers, J. A. Hunt, & T. Quinn (Eds.), Teaching for social justice (pp. xvii - xxv). New York: Teachers College Press.
6. Ayers, W., Hunt, J. A., & Quinn, T. (Eds.). (1998). Teaching for social justice. New York: Teachers College Press.
7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
8. Banks, J. (1991). Teaching strategies for ethnic studies (5th ed.). Boston: Allyn & Bacon.
9. Banks, J. (1994). Multiethnic education: Theory and practice. Needham Heights, MA: Allyn & Bacon.
10. Banks, J. (1997). Educating citizens in a multicultural society. New York: Teachers College Press.
11. Bates, R. J. (1984). Toward a critical practice of educational administration. In T. J. Sergiovanni & J. E. Corbally (Eds.), Leadership and organizational culture: New perspectives on administrative theory and practice (pp. 260-274). Urbana: University of Illinois Press.
12. Bell, G. C., Jones, E. B., & Johnson, J. F. (2002). School reform: Equal expectations on an uneven playing field. Journal of School Leadership, 12 (3). 317-336.
13. Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high risk, low trust times? Journal of School Leadership, 12 (2). 198-222.
14. Bogotch, I. (2002). Educational leadership and social justice: Practice into theory. Journal ofSchool Leadership, 12 (2). 138-156.
15. Boyd, R. D. (1989). Facilitating personal transformation in small groups, part 1. Small GroupBehavior, 20 (4). 459-474.
16. Boyd, R. D. (1991). Personal transformations in small groups. New York: Routledge.
17. Bridges, E. M., & Hallinger, P. (1995). Problem-based learning in leadership development. Eugene, OR: ERIC Clearinghouse on Educational Management.
18. Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
19. Brown, G., & Irby, B. (1997). The principal portfolio. Thousand Oaks, CA: Corw in Press.
20. Brown, K. (2004a). Assessing preservice leaders'beliefs, attitudes, and values regarding issues of diversity, social justice and equity: A review of existing measures. Equity & Excellence in Education, 37 (4). 1-11.
21. Brown, K. (2004b). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Administration Quarterly, 40 (1). 79-110.
22. Brown, S., Parham, T., & Yonker, R. (1996). Influence of a cross-cultural training course on racial identity attitudes of White women and men: Preliminary perspectives. Journal of Counseling & Development, 74, 510-516.
23. Cambron-McCabe, N., & McCarthy, M. (2005). Educating school leaders for social justice. Educational Policy, 19 (1) 201-222.
24. Capper, C. A., & Young, M. (in press). Educational leaders for social justice. New York: Teachers College Press.
25. Cochran-Smith, M. (1998). Teaching for social change: Toward a grounded theory of teacher education. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), The international handbook of educational change (pp. 916-951). Dordrecht, Netherlands: Kluwer Academic.
26. Confessore, S. J. (1999). New learning approaches: Conceptualizing the learning - Teaching interaction. In V. Bianco-Mathis & N. Chaloksky (Eds.), The full-time faculty handbook (pp. 165-175). Thousand Oaks, CA: Sage.
27. Constas, M. (1992). Qualitative analysis as a public event: The documentation of category development procedures. American Educational Research Journal, 29 (2). 253-266.
28. Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand McNally.
29. Crabtree, B. F., & Miller, W. L. (1999). Using codes and code manuals: A template organizing style of interpretation. In B. F. Crabtree & W. L. Miller (Eds.), Doing qualitative research (2nd ed., pp. 93-109). Thousand Oaks, CA: Sage.
30. Cranton, P. (1992). Working with adult learners. Toronto, Canada: Wall & Emerson.
31. Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
32. Crawford, J. (1998). Changes in administrative licensure: 1991-1996. UCEA Review, 39 (3). 8-10.
33. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
34. Dewey, J. (1910). How we think. Boston: Heath.
35. Dewey, J. (1933). How we think. Boston: D C. Heath..
36. Diamond, B. J., & Moore, M. A. (1995). Multicultural literacy. White Plains, NY: Longman.
37. Dunn, J. M. (1987). Personal beliefs and public policy. In F. S. Bolin & J. M. Falk (Eds.), Teacher renewal: Professional issues, personal choices (pp. 76-86). New York: Teachers College Press.
38. English, F. (1988). Curriculum auditing. Lancaster, PA: Technomic.
39. Fenstermacher, G. D. (1979). A philosophical consideration of recent research on teacher effectiveness. In L. S. Shulman (Ed.), Review of research in education (Vol. 6, pp. 157-185). Itasca, IL: F E. Peacock..
40. Fine, M., Weiss, L., & Powell, L. (1997). Communities of difference: A critical look at desegregated spaces created for and by youth. Harvard Educational Review, 67 (2). 247-284.
41. Foster, W. (2004). The decline of the local: A challenge to educational leadership. Educational Administration Quarterly, 40 (2). 176-191.
42. Fraser, N. (1997). Justice interruptus: Critical reflections on the "postsocialist" condition. New York: Routledge.
43. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.
44. Freire, P. (1973). Education for critical consciousness. New York: Continuum.
45. Freire, P. (1985). The politics of education. New York: Seabury Press.
46. Freire, P. (1990). Pedagogy of the oppressed. New York: Seabury Press.
47. Freire, P. (1993). Pedagogy of the city. New York: Continuum.
48. Freire, P., & Macedo, D. (1995). A dialogue: Culture, language, and race. Harvard Educational Review, 65 (3). 377-402.
49. Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer.
50. Gay, G. (1993, May). Building cultural bridges: A bold proposal for teacher education. Education and Urban Society, 25 (3). 285-299.
51. Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
52. Grogan, M. (Ed.). (2002). Leadership for social justice [Special Issue]. Journal of School Leadership, 12 ( 2 ).
53. Habermas, J. (1984). The theory of communicative action: Vol. 1: Reason and the rationalization of society (T. McCarthy, trans.). Boston: Beacon.
54. Hale, E., & Moorman, H. (2003). Preparing school principals: A national perspective on policy and program innovations. Washington, DC: Institute for Educational Leadership.
55. Harrison, R., & Hopkins, R. L. (1967). The design of cross-cultural training: An alternative to the university model. Journal of Applied Behavioral Science, 3 (4). 431-460.
56. Henze, R., Katz, A., Norte, E., Sather, S., & Walker, E. (2002). Leading for diversity: How school leaders promote positive interethnic relations. Thousand Oaks, CA: Corw in Press.
57. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
58. Jackson, B. (2001, September). Exceptional and innovative programs in educational leadership. Paper commissioned for the first meeting of the National Commission for the Advancement of Educational Leadership Preparation, Racine, WI.
59. Jarvis, P. (1987). Malcolm Knowles. In P. Jarvis (Ed.), Twentieth century thinkers in adult education (pp. 144-159). London: Croom Helm.
60. Jencks, C., & Phillips, M. (1998). The Black-White test score gap. Washington, DC: Brookings Institution.
61. Jones, M. C. (1983). Novelist as biographer: The truth of art, the lies of biography. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.
62. Kegan, R. (1994). In over our heads. Cambridge, MA: Harvard University Press.
63. Knowles, M. (1984). The adult learner: A neglected species (3rd ed.). Houston, TX: Gulf.
64. Kotter, J., & Cohen, D. (2002). The heart of change. Boston: Harvard Business School Press.
65. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco: Jossey-Bass.
66. Larke, P. J. (1990). Cultural diversity awareness inventory: Assessing the sensitivity of preservice teachers. Action in Teacher Education, XII (3). 23-30.
67. Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1 (3). 293-307.
68. Larson, C., & Murtadha, K. (2002). Leadership for social justice. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the21st century (pp. 134-161). Chicago: University of Chicago Press.
69. Larson, C. L., & Ovando, C. J. (2001). The color of bureaucracy: The politics of equity in multicultural school communities. Belmont, CA: Wadsworth.
70. Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2005). How leadership influences student learning. New York: Wallace Foundation.
71. Lipman, M. (1991). Thinking in education. Cambridge, MA: Cambridge University Press.
72. Lukinsky, J. (1991). Reflective withdrawal through journal writing. In J. Mezirow & Associates (Eds.), Fostering critical reflection in adulthood (pp. 213-234). San Francisco: Jossey-Bass.
73. Lyman, L. L., & Villani, C. J. (2002, May). The complexity of poverty: A missing component of educational leadership programs. Journal of School Leadership, 12 (3). 246-280.
74. Marshall, C. (2004). Social justice challenges to educational administration: Introduction to a special issue. Educational Administration Quarterly, 40 (1). 5-15.
75. McCarthy, M. (1999). The evolution of educational leadership preparation programs. In J. Murphy & K. Seashore Louis (Eds.), Handbook of research on educational administration (pp. 119-139). San Francisco: Jossey-Bass.
76. Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
77. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
78. Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48 (3). 185-198.
79. Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
80. Miron, L. (1996). Resisting discrimination: Affirmative strategies for principals and teachers. Thousand Oaks, CA: Corw in Press.
81. Moses, R., & Cobb, C. E. (2002). Radical equations: Math literacy and civil rights. Boston: Beacon.
82. Murphy, J. (2001, September). Re-culturing the profession of educational leadership: New blueprints. Paper commissioned for the first meeting of the National Commission for the Advancement of Educational Leadership Preparation, Racine, WI.
83. Oakes, J., & Lipton, M. (1999). Teaching to change the world. Boston: McGraw-Hill.
84. Oakes, J., Quartz, K. H., Ryan, S., & Lipton, M. (2000). Becoming good American schools. Phi Delta Kappan, 81 (8). 568-576.
85. Ortiz, A. A. (1997). Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities, 30 (3). 321-332.
86. Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3). 307-332.
87. Pajares, F. (1993). Preservice teachers' beliefs: A focus for teacher education. Action in Teacher Education, XV (2). 45-54.
88. Pettus, A., & Allain, V. A. (1999). Using a questionnaire to assess prospective teachers' attitudes toward multicultural education issues. Education, 119 (4). 651-657.
89. Pohan, C., & Aguilar, T. (2001). Measuring educators' beliefs about diversity in personal and professional contexts. American Educational Research Journal, 38 (1). 159-182.
90. Popkewitz, T. (1999). Introduction: Critical traditions, modernisms, and the "posts." In T. S. Popkewitz & L. Fender (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp. 1-13). New York: Routledge.
91. Rapp, D. (2002). Social justice and the importance of rebellious imaginations. Journal of School Leadership, 12 (3). 226-245.
92. Rapp, D., Silent X, & Silent Y. (2001). The implications of raising one's voice in educational leadership doctoral programs: Women's stories of fear, retaliation, and silence. Journal of School Leadership, 11 (4). 279-295.
93. Riester, A. F., Pursch, V., & Skrla, L. (2002). Principals for social justice: Leaders of school success for children from low-income homes. Journal of School Leadership, 12 (3). 281-304.
94. Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.
95. Rusch, E. A. (2004). Gender and race in leadership preparation: A constrained discourse. Educational Administration Quarterly, 40 (1). 16-48.
96. Scheurich, J. J. (1998). Highly successful and loving, public elementary schools populated mainly by low-SES children of color: Core beliefs and cultural characteristics. Urban Education, 33 (4). 451-491.
97. Scheurich, J. J., & Laible, J. (1999). The buck stops here - In our preparation programs: Educational leadership for all children (no exceptions allowed). Educational Administration Quarterly, 31 (2). 313-322.
98. Scheurich, J., & Skrla, L. (2003). Leadership for equity and excellence: Creating high achievement classrooms, schools, and districts. Thousand Oaks, CA: Corw in Press.
99. Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
100. Scott, W., & Hart, D. (1979). Organizational America: Can individual freedom survive the security it promises? Boston: Houghton Mifflin.
101. Senge, P. (1990). The fifth discipline: The art & practice of the learning organization. New York: Doubleday.
102. Shields, C., Larocque, L., & Oberg, S. (2002). A dialogue about race and ethnicity in education: Struggling to understand issues in cross-cultural leadership. Journal of School Leadership, 12 (2). 116-137.
103. Shor, I., & Freire, P. (1987). What is the "dialogical method" of teaching? Journal of Education, 169 (3). 110-117.
104. Sirontnik, K., & Kimball, K. (1996). Preparing educators for leadership: In praise of experience. Journal of School Leadership, 6 (2). 180-201.
105. Skrla, L., Garcia, J., Scheurich, J., & Nolly, G. (2002, August). Educational equity profiles: Practical leadership tools for equitable and excellent schools. Paper presented at the convention of the National Council of Professors of Educational Administration, Burlington, VT.
106. Sleeter, C. (1993). Forward. In. C. Capper (Ed.), Educational administration in a pluralistic society (pp. ix - xi). Albany: State University of New York Press.
107. Sleeter, C. (1996). Multicultural education as social activism. Albany: State University of New York Press.
108. Sleeter, C., & Grant, C.A. (1994). Making choices for multicultural education (2nd ed.). New York: Macmillan.
109. Solomon, R. P. (2002). School leaders and antiracism: Overcoming pedagogical and political obstacles. Journal of School Leadership, 12 (2). 174-197.
110. Taylor, E. W. (1998). The theory and practice of transformative learning: A critical review (Information Series No. 374, ERIC Clearinghouse on Adult, Career, and Vocational Education). Columbus: Ohio State University.
111. Tennant, M. (1996). Psychology and adult learning. London: Routledge.
112. Tripp, D. (1993). Critical incidents in teaching: Developing professional judgment. New York: Routledge.
113. Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. Albany: State University of New York Press.
114. Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research and practice. New York: Teachers College Press.
115. Viadero, D. (1990, March). Teacher educators turn to case-study method. Education Week, 28, 1, 18-19.
116. York, D. (1994). Cross-cultural training programs. Westport, CT: Bergin & Garvey.
117. Young, M., Peterson, G., & Short, P. (2001, September). The complexity of substantive reform: A call for interdependence among key stakeholders. Paper commissioned for the first meeting of the National Commission for the Advancement of Educational Leadership Preparation, Racine, WI.