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ERIC Number: EJ1246584
Record Type: Journal
Publication Date: 2018
Pages: 4
Abstractor: ERIC
ISSN: ISSN-2381-5183
Holding School Leaders to Higher Expectations Embodying the "Transformative" in Educational Leadership
Liou, Daniel D.; Bornstein, Joshua
SoJo Journal: Educational Foundations and Social Justice Education, v4 n2 p107-110 2018
Despite the fact that the concept of transformative leadership has garnered wider attention in recent years, its definition and application have remained elusive for many school leaders. For instance, one of the authors was invited to speak at a regional leadership conference with more than 800 school administrators in attendance. During the session, many attendees disclosed their lack of awareness regarding the state standard that explicitly notes the importance of equity, inclusivity, and cultural responsiveness in leadership practices. The authors also find resistance to honest discussions about race through the denial of it's salience. Instead, aspiring school leaders emphasize K-12 students' deficits through the lens of "Social Class" and "home culture," while uncritically assuming that educators and educational institutions represent de facto acceptable color-blind norms. Liu and Bornstein notice too many aspiring school leaders who see themselves at odds with community leaders and social movements calling for a just education. This lack of readiness to work toward equity and social justice has real consequences for the lives of students. Liou and Bornstein note that the articles presented in this special issue of "SoJo Journal," seek to further advance the conversation surrounding how school leaders can fully understand and integrate "transformative" into their leadership practices by raising the following reflective questions: (1) What should educators expect of school leaders as they embark on linking their practices to school and social transformation?; and (2) How can educators and school leaders build upon tangible actions to understand the effects of this special issue as they continue to capture these tangible actions to understand their effects in the school community?
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A