From the Inside Out: A Theory of Action for Professional Learning to Develop School Leaders for Social Justice

• In Event: Multiple Dimensions of Leadership for Social Justice

Abstract

This paper presents a theory of action to guide professional learning for the development and enactment of leadership for social justice and educational equity. The process to develop a conceptual framework (proposed by Miles & Huberman, 1996) was used, and called upon the experiential knowledge of two scholar-practitioners (the authors), who developed the model to guide their professional development and technical assistance work with pre- and in-service school leaders and teachers. The framework relies heavily on theoretical and research literature from the fields of intercultural studies, critical theory, organizational development, adult learning, and educational leadership and connects these distinct fields to the aim of school reform for social justice and educational equity.

Authors

• Sharon I. Radd, University of Saint Thomas

• Marceline Dubose, East Metro Integration District