The «New» Foundations of Teacher Education – A Reader – Revised edition
Edited By Eleanor Blair
1. Educating School Leaders for Social Justice
| 5 →
Educating School Leaders for Social Justice
Nelda Cambron-McCabe and Martha M. McCarthy
Grave concerns exist about leadership preparation programs’ lack of relevance in preparing school leaders to address the crisis conditions facing many children and schools in this country. As the efficacy of existing preparation programs is questioned, specific concerns also are raised about the extent to which social justice issues are being considered in the development of new approaches and standards for preparing leaders. Although policy makers express a concern for creating more just, equitable schools, new standards and licensure requirements do not explicitly encompass social justice concerns (Marshall, 2001; Oliva, 2001).
The prevalence of social justice language in educational settings and scholarship portends a new movement with as many meanings as actors on the scene. This visibility is cause for celebration as well as unease. With popular use, both liberals and conservatives have embraced the term social justice to rationalize similar as well as polar opposite strategies. In the policy arena, educational accountability policies tend to construct the meaning of social justice in narrow market-based terms that attempt to remedy the so-called deficits students from diverse backgrounds bring to school (Marshall & Parker, 2009). When policy makers are asked to identify social justice elements in their states, they point to high academic standards and stringent assessment strategies (Cambron-McCabe, 2009; Marshall & McCarthy, 2002). Consequently, elimination of the achievement gap between Caucasian students and...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.