Creative Maladjustment: Navigating Regressive Times through Political Literacy in Educational Leadership

• In Event: Constructing New Visions of Educational Leadership through Political Literacy

Abstract

American society is in a significant formative period. The democratic values and fundamental civil practices that the country has pioneered are facing new challenges. This paper aims to reframe educational leadership as an ethically grounded and politically literate response to regressive sociopolitical climates. It introduces the concept of political literacy through the lens of “creative maladjustment,” inspired by Dr. Martin Luther King Jr., as a framework for understanding moral resistance in society. By integrating Dr. King Jr.’s concept of “creative maladjustment,” it provides a framework for justice-oriented school leaders who face navigating increasingly regressive socio-political climates. The work is grounded in critical pedagogy and democratic theory, particularly Freire’s (1970) concept of critical literacy and King’s (1967) notion of creative maladjustment. These are integrated with political literacy literature to develop a justice-oriented leadership model. This is a theoretical and conceptual paper. Therefore, our mode of inquiry is guided by interrogating and reflecting on the transformative potential of politically literate educators in mobilizing communities, countering misinformation, and promoting equity. As a method of reflexivity and questioning, we employ the synthesis and analysis of historical and contemporary scholarly sources to construct a framework for politically literate leadership, which includes critical reflection, advocacy, and coalition-building. The paper draws on literature in educational leadership, political literacy, and social justice, including historical movements (e.g., Civil Rights), key political literacy scholars (e.g., Brooks & Normore, 2010; Levinson, 2018), and activist pedagogy (Freire, 1970). Historical examples and contemporary leadership practices are synthesized. The framework presented links political literacy with practical strategies for dialogue, resistance, and equity leadership. It offers school leaders a conceptual toolkit to mobilize communities, address misinformation, and counter institutional resistance while fostering inclusive democratic practices. By integrating actionable strategies and a conceptual framework rooted in creative maladjustment, it provides essential insights for fostering politically literate leadership. By bridging moral philosophy and political literacy, this paper contributes a novel framework to the literature on transformative leadership. It responds to calls for principled leadership in polarized educational environments and contributes to equity and civic advocacy scholarship. This work aligns with the volume’s themes by addressing the urgent need for leadership capable of navigating contentious educational landscapes, advocating for systemic change, and cultivating inclusive, democratic educational practices.

Authors

• Tina Mitchell, Deleware State University

• Chetanath Gautam, Delaware State University