In spite of the abundance of literature on teaching for social justice and a recent increase in discussions of the construction of teacher leadership, there is a dearth of studies that address the intersection of teacher leadership and social justice. Additionally, scholarship focused on teacher leadership tends to focus on teaching as measurable efficiency, a mainstream orientation toward teaching that can serve to reify the very kinds of inequities such reforms are designed to interrupt. Drawing from his own experiences as a teacher educator, the author argues that strong teaching is teaching for social justice and, similarly, that a teacher cannot be a leader unless she or he explicitly attends to questions of equity, access, and justice.
Gershon, W.S. (2012), "Chapter 8 Teacher Leadership: Leading for Social Justice in Teacher Education", 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. 139-157. https://doi.org/10.1108/S1479-3660(2012)0000014012Download as .RIS
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