"So That They Know We Care": Discursive Practices in Leadership for Social Justice

• In Event: Combating Oppression in Education

Abstract

In this study, discourse was analyzed through life story data using the theoretical frameworks of sociopolitical development and social theory to build significance, signal relationships, and aid in articulating a commitment to social justice. The researcher examined the discourses of contemporary school leaders working to combat historical oppression. The data revealed meaningful and accessible examples of school leadership as a social process of undoing the damage of injustice for children in U.S. schools. The discursive practices of the school leaders were well situated within the constructs of multimodal narratives for democratizing evidence for student success. This study contributes to the models for educational change as defined by what it means to decontextualize frameworks in order to contextualize human experience.

Author

• Aaliyah Ameedah Baker, University of Dayton
  Presenting Author