Citation

Using social justice principles as a foundation for educational leadership doctoral education

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

The Educational Leadership for Social Justice program began in summer, 2008 at a CSU campus in the Bay area of northern California. The design of the program articulates a curriculum that supports faculty and students in applying social justice principles through university- and field-based learning and scholarship. The program standards reflect a commitment to improving learning outcomes for under-served students in urban schools. Faculty who teach in educational leadership programs grapple with ways to connect educational theory and practice, compel greater societal commitment by school leaders, and resolve seemingly intractable social inequity. When challenging problems are rooted in institutional racism, language discrimination, and generational poverty, a social justice dimension of curriculum philosophy must also be fully developed.
Social justice principles were designed within an interdisciplinary cross-campus faculty forum and ground the philosophy of the program. Faculty with expertise in social justice pedagogy and research synthesized six working principles for faculty, doctoral students, and their schools and communities. Faculty provide ongoing, systematic engagement with the values, purposes and applications of social justice for leaders by integrating social justice principles throughout the doctoral program curriculum, applied research and assessment. This curriculum is designed to acknowledge, fully engage, and sustain the values of equity and social justice for urban, immigrant communities through the education of school leaders. These values are particularly informed by the work of critical race theory as defined by Parker and Villalpando (2007).
Program standards and student outcomes contain systematic use of social justice principles, interwoven with disciplinary knowledge and applied research. Doctoral students demonstrate application of social justice principles in the service of the public good--in this case, obtaining a more equitable education for under-served and marginalized students and their families. Finally, the cohort structure provides technical and emotional support that enables emerging leaders for equity to sustain their courage as they encounter institutional resistance and personally directed racism, sexism and homophobia, among other challenges.
Convention
Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378239_index.html
Direct Link:
HTML Code:

MLA Citation:

Lopez, Jose. and Collay, Michelle. "Using social justice principles as a foundation for educational leadership doctoral education" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378239_index.html>

APA Citation:

Lopez, J. A. and Collay, M. "Using social justice principles as a foundation for educational leadership doctoral education" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378239_index.html

Publication Type: Symposium Paper
Abstract: The Educational Leadership for Social Justice program began in summer, 2008 at a CSU campus in the Bay area of northern California. The design of the program articulates a curriculum that supports faculty and students in applying social justice principles through university- and field-based learning and scholarship. The program standards reflect a commitment to improving learning outcomes for under-served students in urban schools. Faculty who teach in educational leadership programs grapple with ways to connect educational theory and practice, compel greater societal commitment by school leaders, and resolve seemingly intractable social inequity. When challenging problems are rooted in institutional racism, language discrimination, and generational poverty, a social justice dimension of curriculum philosophy must also be fully developed.
Social justice principles were designed within an interdisciplinary cross-campus faculty forum and ground the philosophy of the program. Faculty with expertise in social justice pedagogy and research synthesized six working principles for faculty, doctoral students, and their schools and communities. Faculty provide ongoing, systematic engagement with the values, purposes and applications of social justice for leaders by integrating social justice principles throughout the doctoral program curriculum, applied research and assessment. This curriculum is designed to acknowledge, fully engage, and sustain the values of equity and social justice for urban, immigrant communities through the education of school leaders. These values are particularly informed by the work of critical race theory as defined by Parker and Villalpando (2007).
Program standards and student outcomes contain systematic use of social justice principles, interwoven with disciplinary knowledge and applied research. Doctoral students demonstrate application of social justice principles in the service of the public good--in this case, obtaining a more equitable education for under-served and marginalized students and their families. Finally, the cohort structure provides technical and emotional support that enables emerging leaders for equity to sustain their courage as they encounter institutional resistance and personally directed racism, sexism and homophobia, among other challenges.


Similar Titles:
Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators

Social Justice Advocacy: A Foundational Shift from Previous and Persistent Challenges for Special Education Leadership

Social justice for pregnant and parenting teens: An educational leadership perspective towards positive educational outcomes.


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.