TY - JOUR
T1 - Intellectual leadership for social justice
AU - Magill, Kevin Russel
AU - Rodriguez, Arturo
N1 - Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - 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.
AB - 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.
KW - community
KW - justice
KW - Leadership
KW - social change
UR - http://www.scopus.com/inward/record.url?scp=85144048727&partnerID=8YFLogxK
U2 - 10.1080/00220620.2022.2153111
DO - 10.1080/00220620.2022.2153111
M3 - Article
AN - SCOPUS:85144048727
SN - 0022-0620
VL - 56
SP - 132
EP - 153
JO - Journal of Educational Administration and History
JF - Journal of Educational Administration and History
IS - 2
ER -