Scholars have been calling for educational leadership that emphasizes socially just practices to restructure school policies and practices to create an equitable schooling experience for all students. The case of Davis K-8 exemplifies how a more traditional model of leadership (transformational leadership) coupled with a professional learning community model has created socially just practices that fully include the school's deaf and hearing-impaired students. Davis has recreated the school environment to truly value participation from all students. Utilizing a mixed-methods approach, data were gathered that highlight the practices that drive the inclusive culture of the school. Implications for practice include the impact that a socially just vision can have in more traditional leadership models and provides a model for including students with disabilities into the school culture.
Dugan, T. (2012), "Chapter 7 Davis K-8 School: Utilizing Transformational Leadership to Drive Inclusive Practice", Boske, C. and Diem, S. (Ed.) Global Leadership for Social Justice: Taking it from the Field to Practice (Advances in Educational Administration, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 121-137. https://doi.org/10.1108/S1479-3660(2012)0000014011Download as .RIS
Emerald Group Publishing Limited
Copyright © 2012, Emerald Group Publishing Limited