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ERIC Number: ED533479
Record Type: Non-Journal
Publication Date: 2011
Pages: 286
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1248-2765-0
Indicators of Successful Social Justice Leadership: Problems, Strategies and What Counts as Successful Remedies for Injustice
McNulty, Charles
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
As a social justice leader who was a principal of a high performing school I have wondered if the outcomes that we achieved were significantly different for our students than the rest of the State because of my emphasis on social justice problems and what I considered indicators of success. I have also wondered if my actions were idiosyncratic or do other social justice leaders have similar practices and indicators for successful remedies of injustice in education? To create context to the questions above I reviewed the literature to focus on the concept of educational indicators and a process to develop them in order to guide my investigation on the relevant constructs to this research. From the identification of such a process, I investigated the theoretical and practical definitions of social justice and its leadership to have a better understanding surrounding the nature of the problem about the fundamental questions of this inquiry. I also began to frame what might be successful social justice leadership indicators with what was known about successful school leadership in K-12 education to develop a conceptual lens that framed social justice outcomes with corresponding just acts. Grounding this inquiry's formative questions with the conceptual lens, I interviewed ten K-12 public school social justice leaders from a qualitative methods standpoint to uncover indicators of their successful social justice work. The populating of the conceptual lens by strategies and practices provided an overall understanding for context, process, and outcome indicators of these social justice leaders' praxis. Like other successful school leaders, the participants set direction, managed the instructional program, and developed the organization and its people. However, their use of student performance data as context, process, and outcome indicators for just acts clearly differentiates their work from other school leaders. These social justice leaders through student performance data were constantly engaged in praxis that was located not only at an individual level, but at an organizational level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A