Integrating Universal Design for Learning to Facilitate Social Justice Praxis in Leadership Preparation

• In Event: (Re)Conceptualizing Action-Oriented Social Justice Leadership for Such a Time as This

Abstract

As P-12 schools in the United States continue to become more racially, culturally, and linguistically diverse, it is imperative that educational leadership preparation programs support social justice praxis by supporting students in developing their frameworks for social justice and equity for all students. This qualitative case study focuses on the integration of Universal Design for Learning (UDL) guidelines to facilitate social justice praxis within a leadership preparation course focused on instructional leadership. Findings suggest the importance of authentic learning activities, developing the skill of knowing areas of growth as an emerging leader, and the power of agency and choice. Implications for leadership preparation programs and research will be discussed.

Author

• Felice Atesoglu Russell, Central Connecticut State University