A Critical Examination of the Promise of One Social Justice Framework

• In Event: Mapping Leadership for Social Justice: Innovations, Applications, and Syntheses

Abstract

In light of the increasing backlash against Muslim students, and the often acerbic debate about bathroom use by transgender students, and the resurgence of the KKK (among other anti-democratic efforts), it behooves educators whose scholarship focuses on social justice to examine the impact of our work and to reflect on whether we have contributed to polarizing rather than unifying conversations.

Theoretical Perspectives. Since the early 1990s, when my senior colleagues informed me that my emphasis on social justice was fringe to scholarship in educational leadership and administration, studies and theories related to social justice have proliferated. Yet few appear to have taken seriously William Foster’s (1986) assertion that critical approaches must raise consciousness, develop understanding, urge reflection, and advocate redress—but at the same time, avoid, (insofar as possible) further polarizing an already emotionally and ideologically charged research landscape. In fact, beyond attempts to narrow the “achievement gap” between minoritized and “mainstream” students, little discussion has focused on what kind of redress is necessary and how can education play a role.
To begin to respond to these (and other) questions, transformative leadership distinguishes between socially-just education (with its in-school emphasis) and social justice education (Author 2012), with the goal of promoting an education aimed at creating a more socially just global society. Hence its eight tenets advocate a mandate for deep and equitable change; the need to deconstruct knowledge frameworks that perpetuate inequity; to address inequitable power relations; balance public and private good; emphasize liberation, equity, and democracy; foster global understanding including awareness of interconnectedness and interdependence; offer both critique and promise; and tact with moral courage. Together, these tenets promote an understanding of societal inequities, acknowledge the role of power and privilege in perpetuating injustice and systemic discrimination, and offer ways forward.

Mode of Inquiry & Sources of Information. Although this paper is primarily a critical conceptual reflection, it draws on the author’s 25+ years of empirical research to explore the extent to which social justice scholars have fulfilled Burns (2003) belief that the goal of educational leadership must be to make a difference to the lived experiences of billions of children and families who are in the direst want” (Burns, 2003, p. 2).

Evidence, Claims, Warrants. This examination suggests the need for scholars to take seriously the authenticity criteria of Guba and Lincoln (1986), to ensure the transformative and catalytic impact of their research if this year’s AERA theme is to be realized.
Scholarly Significance. It is past time for a critical self-examination of the field of social justice scholarship, for a recognition of its limitations, its contributions, and its potential for significant transformation in the future. This paper will raise these questions and contribute to this conversation.

Author

• Carolyn M. Shields, Wayne State University