Document Type
Article
Publication Date
2017
Abstract
Principals and superintendents of public schools are under intense pressure to raise the level of student academic achievement. The No Child Left Behind Act (2001), mandated the reporting of student test scores disaggregated by race, socio-economic status, English language proficiency, and participation in special education. The aim of the legislation was to eliminate the test score gap between middle class white students and under-represented minorities. However, too many recent graduates still demonstrate very weak literacy and numeracy skills. They are not likely to lead fulfilling lives. School leaders have a moral imperative to address this injustice. Research shows that the concept of leadership for social justice has enabled school leaders to think and act in productive ways so that their school communities are more democratic and inclusive. The best hope for social change resides within diverse school communities where students and staff are encouraged to be activists.
Recommended Citation
Grogan, M. (2014). Educational leadership and social justice in the United States. Bildung und Erziehung, 67(3): 299-312. doi: 10.7788/bue-2014-0305
Peer Reviewed
1
Copyright
De Gruyter
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Elementary and Middle and Secondary Education Administration Commons
Comments
This article was originally published in Bildung und Erziehung, volume 67, issue 3, in 2014. DOI: 10.7788/bue-2014-0305