TY  - CHAP
AB  - The facilitation of learning of leadership for social justice involves experiences which go beyond awareness (Cambron-McCabe & McCarthy, 2005; Jean-Marie et al., 2009). Brooks and Miles (2008) contend “awareness of social injustices is not sufficient, school leaders must act when they identify inequity. School leaders are not only uniquely positioned to influence equitable educational practices, their proactive involvement is imperative” (p. 107). However, if school leaders have not been exposed in their preparation programs on the “need to, why, and how to act,” they will struggle to challenge inherent practices when they are in school leadership positions. To build capacity for school leaders to take socially just actions, learning experiences about social justice should include critical literature and research that interrogate the principles of equity, access, and equality that vehemently shed light on school practices.
VL  - 14
SN  - 978-1-78052-279-1, 978-1-78052-278-4/1479-3660
DO  - 10.1108/S1479-3660(2012)0000014017
UR  - https://doi.org/10.1108/S1479-3660(2012)0000014017
AU  - Jean-Marie Gaëtane
ED  - Christa Boske
ED  - Sarah Diem
PY  - 2012
Y1  - 2012/01/01
TI  - Epilogue
T2  - Global Leadership for Social Justice: Taking it from the Field to Practice
T3  - Advances in Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 233
EP  - 237
Y2  - 2024/04/25
ER  -