Description
Book SynopsisThis book advocates for informed leaders who are aware of the larger historical, political-economic, sociological, and philosophical issues that surround the schools and communities they serve. Extending beyond mainstream conceptions of instructional leadership and broad social justice paradigms, Community Engaged Leadership for Social Justice offers a multidisciplinary framework that helps leaders better serve the needs of their students, teachers, and communities. Exploring issues of urban school reform as it relates to the principal, as well as priorities that are relevant to the process of school improvement and the promotion of social justice, this book provides a critical, equity-oriented set of best practices grounded in research and empirical cases. This is a must-have resource for building consciousness, offering hope, and engaging in dialogical and collaborative leadership practices to radically transform schools and communities.
Trade Review"The press to locate modifiable out-of-school factors that influence the education of underserved students continues to grow. This book provides an insightful, intellectual guide that describes the scholarship of major thought leaders and researchers working in this problem space."
—William F. Tate, Edward Mallinckrodt Distinguished University Professor, Arts & Sciences, Washington University in St. Louis, USA
"DeMatthews’ masterful critique of the principalship in historical perspective weaves between the macro and micro to give much-needed attention to the way that the profession, in Freire’s words, is less about liberation than it is about domesticating subjectivities. Community Engaged Leadership for Social Justice cogently maintains that we cannot have principals that either lack awareness or fail to be critically reflective of the inequalities faced by the children and communities that they serve. Kudos to a job well done!"
—Angela Valenzuela, Professor, Educational Leadership and Policy, University of Texas at Austin, USA
Table of Contents Preface
Acknowledgments
Chapter 1: Introduction
Part I: Exploring Urban Communities, Schools, and Reform
Chapter 2: Neighborhoods of (In)Opportunity
Chapter 3: Racial Segregation and Urban Schools
Chapter 4: A History of Urban School Reform
Chapter 5: Schools as Social Institutions
Part II: Toward a Critical and Community Engaged Leadership
Chapter 6: The Science of Educational Administration
Chapter 7: Alternative Ways of Knowing and Leading
Chapter 8: Leading for Social Justice
Chapter 9: Critical Cases of Leadership in Low-Opportunity Communities
Conclusion: New Knowledge Requires New Commitments
