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ERIC Number: EJ1318516
Record Type: Journal
Publication Date: 2021-Jul
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1064-4474
EISSN: N/A
Social Justice Leadership as Inclusion: Promoting Inclusive Practices to Ensure Equity for All
Flores, Chuck; Bagwell, Jack
Educational Leadership and Administration: Teaching and Program Development, spec iss 1 p31-43 Jul 2021
Historically, the inclusive education movement has primarily focused on the inclusion of students with disabilities in the general education setting, along with their participation in school activities and interaction with other peer groups. Gradually, scholars have begun to look at inclusion as more than just a focus on students with disabilities, but involving other marginalized groups, such as linguistically diverse students, students of color, and LGBTQ youth. With this focus in mind, and in order to develop and sustain inclusive schools and spaces, school leaders need to consider social justice leadership as a means by which to promote a broader and more inclusive approach capable of addressing the social inequities and disparities of marginalized populations. This means engaging in a leadership stance that puts issues of race, class, gender, disabilities, and other marginalized conditions at the core of their practice. As empirical research in social justice as inclusion gains traction, faculty in leadership preparation programs must begin to rethink and redesign their programs to better prepare candidates to possess the knowledge and skills necessary to be social justice leaders for inclusion and equity.
California Association of Professors of Education Administration. Web site: http://www.capea.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A