The Folly of Social Justice Leadership Without Critical Consciousness: A Critical Discourse Analysis of the Minnesota Desegregation Rule

• In Event: Social Justice Leadership

Abstract

The literature on leadership for social justice aims to provide an effective response to the vast inequities that are perpetuated in the US K-12 education system. The Minnesota Desegregation Rule represents one public and large-scale attempt at addressing those inequities. This study uses Critical Discourse Analysis as a methodological tool to examine the rule and discern its underlying discourses, then calls on Critical Race Theory as an analytic lens to interpret those discourses in relation to race and racism. The findings demonstrate how well-intended social justice efforts can go awry without active engagement of critical lenses, and the paper argues for the development of critical consciousness and racial literacy as essential components in social justice school leadership preparation and practice.

Authors

• Sharon I. Radd, St Catherine University

• Tanetha Jamay Grosland, University of South Florida