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Innovative Approaches to Educational Leadership

Selected Cases

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Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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Chapter Three: Leadership in Times of Social Change (Alonzo M. Flowers III / Rosa M. Banda)

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CHAPTER THREE

Leadership IN Times OF Social Change

ALONZO M. FLOWERS III AND ROSA M. BANDA



Personal and systemic change processes are constructed with recognition of the moral imperative of our work.

—FRANCO, GUTIERREZ OTT, & ROBLES (2013, P. 110)

INTRODUCTION

Critical ideologies associated with leadership development are fundamental as we examine the educational pipeline, specifically as it pertains to the moral imperative inherent in higher education. In addition to an understanding of individual thoughts and feelings related to change, knowledge of the complexity of groups, organizations, and systems as well as a commitment to navigating change in diverse and intersecting contexts remain at the forefront of leadership style in times of profound social change. Research and policy literature on current issues in global education is used to examine topics that include, but is not limited to, cross-border education, colorism, feminism, student and scholar mobility patterns, and the impact of emerging technologies (Bell, Jones, & Johnson, 2002; Hafner, 2005; Jean-Marie, 2008; Karpinski, 2006). This chapter is designed to broaden and deepen the reader’s understanding of contemporary developments in social justice and global leadership and to develop analytical skills for understanding the social, political, and economic processes shaping education. More specifically, this chapter will examine effective leadership theories that are applicable and necessary for leaders to be effective social change advocates in the 21st century. ← 43 | 44 →

Understanding leadership development in a...

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