According to Furman and Gruenewald (2004) social justice is a critical-humanistic role for school leaders. The critical-humanistic role is one that (a) assumes that schools are inherently value laden, (b) engages in an analysis of school structure for inequalities that result from unequal power relationships, and (c) works to overcome these inequalities.
After reading Chapter 8, closely Examine Table 8-1: Equality of Opportunity Matrix. For this discussion, you will
- Reflect on an educational program or school you have worked at or have yourself attended, and describe where it lies on the quadrant (the name of the school or program is not necessary).
- Describe the characteristics of the school/program and explain why those characteristics support your placement of the school/program in a particular quadrant.
- Through the lens of a school leader, discuss the importance of social justice, social capital, and how both relate to equal protection.
THIS MIGHT BE SOME HELP:
Furman, G. C., & Gruenewald, D. A. (2004). Expanding the landscape of social justice: A critical ecological analysis (Links to an external site.). Educational Administration Quarterly, 40(1), 47-76. doi:10.1177/0013161X03259142
- This article focuses on social justice in education and may help you in your discussion for this week..
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