Leading in Uncertain Times: Eradicating Inequities and Fostering Social Justice to Promote Student Success

Dear Colleagues, 

The aftermath of the global pandemic has left schools and educational institutions struggling to define new paradigms to support success.  While schools and public education have typically escaped the political spotlight during times of national debates, the global pandemic did not offer schools such an option.  With the closure of schools, the pivot to virtual learning, and the exacerbation of inequities (Miller & Liu, 2021; Perry, Aronson & Pescosolido, 2021), educational leaders have utilized transformative leadership approaches to meet the challenges that continue to plague the achievement of minoritized students. Indeed, this has thrust public education into crisis mode, in which issues of learning loss, technology access, well-being, and the introduction of vaccines for children (Hanushek & Wessman, 2020; Miller & Liu, 2021) have become pivotal discussion topics.  This has placed schools in a more prominent position to ameliorate injustices in learning spaces.

Educational leadership scholars for social justice have stressed the essential role that educational leaders play in ensuring the academic success regardless of race, ethnicity, gender, ability, sexual orientation, age, language, religion, or socioeconomic status (Capper, Theoharis & Sebastian, 2006; Marshall & Oliva, 2006; McKenzie et al. 2008; Angelle et al. 2015; Noguera, 2012). However, the inherent tensions, challenges, and dilemmas associated with the practice and realities that educational leaders confront on a daily basis during these uncertain times have not adequately addressed inequity in schools and access to opportunities that help all students be successful.  While educational leaders recognize that schools do not exist in a vacuum, schools do reproduce injustices found in society (Dantley & Tillman, 2009; Lott & Webster, 2006; Ladson-Billings, 2013; Shields, C. (2018)).

To best serve the needs of all learners, educational leaders must be prepared to face external and internal challenges and pressures presented in today’s schools and actively advocate against any inequities that perpetuate an achievement gap and maintain the status quo (Kozol, 1991; McKenzie & Scheurich, 2004. Galloway, 2015; DeMatthews, 2016).  Therefore, the purpose of this Special Issue is to engage in critical discussions around the complexities of leading through an equity crisis.  The overarching focus is to investigate how schools and educational leaders must continue to deconstruct inequity and promote democratic values that foster inclusive and diverse learning environments.  Potential authors should address a wide range of issues that influence educational leaders' influence on student success including, but not limited to: leadership for social justice, disrupting inequities in policy and practice, equity-focused leadership disposition, the emotional well-being of school communities, educational partnerships, and leadership preparation programs.

References

Angelle, P. S., & Flood, L. D. (2021). Measuring the barriers and supports          to socially just leadership. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 49(3), 122-143.

Capper, C. A., Theorharis, G., & Sebastien, J. (2006). Toward a framework for preparing leaders for social justice. Journal of Educational Administration, 44, 209-224.

Dantley, M. E., & Tillman, L. C. (2009). Social justice and moral transformative leadership. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (2nd ed., pp. 19-34). New York, NY: Allyn & Bacon.

DeMatthews, D. (2016). Effective leadership is not enough: Critical approaches to closing the racial discipline gap. The Clearing House, 89(1), 7-13.

Galloway, M. K., & Ishimaru, A. M. (2015). Radical recentering: Equity in educational leadership standards. Educational Administration Quarterly, 51(3), 372-408.

Hanushek, E. A. & Wessman, L. (2020). The Economic Impacts of Learning Losses (2020). Available. https://www.oecd-ilibrary.org/education/the-economic-impacts-of-learning-losses_21908d74-en

Kozol, J. (1991). Savage inequalities: Children in america's schools (First ed.). New York:Crown Pub.

Ladson-Billings, G. (2013). Lack of achievement or loss of opportunity?  New York: Oxford University Press.

Lott, B., & Webster, K. (2006). Carry the banner where it can be seen: Small wins for social justice. Social Justice Research, 19(1), 123-134.

Marshall, C., & Oliva, M. (2006). Building the capacities of social justice leaders. Leadership for social justice: Making revolutions in education, 1-15.

McKenzie, K. B., Christman, D. E., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M., González, M. L, & Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44, 111-138.

McKenzie, K. B., & Scheurich, J. J. (2004). Equity traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students. Educational Administration Quarterly, 40(5), 601-632.

Miller, R., & Liu, K. (2021). After the virus: Disaster capitalism, digital inequity, and transformative education for the future of schooling. Education and Urban Society, 00131245211065419.

Noguera, P. A. (2012). Saving black and latino boys: What schools can do to make a difference. Phi Delta Kappan, 93(5), 8-12.

Perry, B. L., Aronson, B., & Pescosolido, B. A. (2021). Pandemic precarity: COVID-19 is exposing and exacerbating inequalities in the American heartland. Proceedings of the National Academy of Sciences, 118(8), e2020685118.

Shields, C. (2018). Transformative leadership in education: Equitable and socially just change in an uncertain and complex world Retrieved from https://www.amazon.com/Transformative-Leadership-Education-Equitable-Uncertain/dp/1138633771/ref=sr_1_1?dchild=1&keywords=transformative+leadership+in+education+equitable+and+socially+just...&qid=1614003815&sr=8-1

Dr. James Coaxum, III
Dr. JoAnn Manning
Dr. David Lindenmuth
Dr. Gaëtane Jean-Marie
Guest Editors

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• social justice
• equity
• inequality
• educational leadership
• transformative leadership
• student success
• emotional well-being