The awareness within a school leader is the first step towards enacting meaningful change in educational settings, particularly when addressing issues of social justice and equity (Johnson, 2016). Leadership plays a critical role in shaping school culture and practices, and without a leader’s conscious recognition of their own privileges and oppressions, systemic change remains unattainable (Theoharis, 2007). This section explores the importance of leadership awareness, linking it to concepts of enacted and espoused leadership (Howell et al., 2011), the framework of human varieties (Shorrock, 2016), and the necessity of unpacking hidden biases (Johnson, 2016; Jones, 2010). It also examines why leaders often choose the path of least resistance and the broader implications of this choice for promoting social justice in educational environments.
Importance of Leadership Awareness
Theoharis (2007) examined that for systemic change to materialize, it is essential for school leaders to actively acknowledge and reflect on their own privileges and oppressions. This self-awareness forms the foundation upon which leaders can effectively advocate for and implement policies that promote equity and social justice within educational environments.
According to Howell et al. (2011), the difference between enacted and espoused leadership is critical in understanding how leaders influence change. Espoused leadership refers to the values and principles that leaders claim to uphold, while enacted leadership pertains to the behaviors and actions they actually exhibit. One simple observation that demystified work was that “how people think that work is done and how work is actually done are two different things” (Shorrock, 2016, p.1). This discrepancy can often be found in school settings, where leaders might advocate for equity and inclusion in theory but fail to implement these principles in practice.
This gap between espoused and enacted leadership can be seen in specific instances within educational settings. For example, a school leader might publicly commit to promoting diversity and inclusion but continue to overlook discriminatory disciplinary practices that disproportionately affect students of color. Similarly, a leader might emphasize the importance of culturally responsive teaching in their speeches but fail to allocate sufficient resources or provide necessary training for teachers to effectively implement such practices in the classroom. By highlighting these examples, the importance of aligning espoused values with enacted behaviors becomes evident, demonstrating how the failure to do so perpetuates inequities and undermines efforts towards social justice. Shorrock (2016) provides a framework that highlights four perspectives of work within organizational contexts: work-as-imagined, work-as-disclosed, work-as-prescribed, and work-as-done. This framework illustrates the disparity between how work is envisioned and communicated versus how it actually occurs in practice. It underscores the importance of leaders comprehending and valuing the diverse experiences and complexities inherent in human work environments. By understanding these dynamics, leaders can effectively navigate and respond to the unique challenges faced by individuals in terms of privilege and oppression. This awareness is crucial for cultivating an inclusive environment conducive to advancing social justice within educational settings.
Unpacking Privilege and Oppression
Johnson (2016) and Jones (2010) found that without individual awareness of one’s privilege and oppression, and the willingness to unpack deep-seated biases, true change cannot occur. Leaders must engage in self-reflection and critical examination of their own positions within systems of power and privilege (Brooks et al., 2007). This self-awareness is a prerequisite for developing policies and practices that are genuinely inclusive and equitable.
Brooks et al. (2007) found that students, particularly those from marginalized backgrounds, require an education that empowers them to question established norms and take control of their lives. This form of education, which promotes liberation and freedom, necessitates leaders who are willing to confront and address their own biases and assumptions. Without this commitment, the power structures within schools will remain unchallenged, perpetuating existing inequities.
Freire (1970) advocates for an educational approach that empowers students to question established norms and actively engage in their own liberation. In his chapter 1, he mentioned “implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator. In this view, the person is not a conscious being; he or she is rather the possessor of a consciousness: an empty “mind” passively open to the reception of deposits of reality from the world outside.” (p.75). We need to ensure the curriculum includes diverse perspectives and histories, provide teachers with training on cultural competency, anti-bias education, teaching strategies that address social injustices, offer regular workshops on social justice topics, policy and practice changes, parental and community engagement, student-led initiatives.
Barriers to Leadership Action
Despite the critical role of leadership awareness, many leaders choose the path of least resistance (Johnson, 2006) due to various factors. Political, economic, and job security concerns can make addressing social justice issues seem daunting (DeMatthews & Serafini, 2019). The fear of backlash from stakeholders, the complexity of the issues, and the pressure to maintain the status quo often lead leaders to stand by or downplay significant problems.
On the other hand, issues that are important to staff, students, or the community frequently fall on the shoulders of school leaders. This can create a sense of overwhelm and helplessness, making it challenging to initiate and sustain meaningful change. To effectively make change happen, leaders must engage with the broader school community, build coalitions of support, and leverage available resources. By fostering a culture of shared responsibility and collective action, leaders can address social justice issues more effectively (Jean-Marie et al., 2009; Theoharis, 2007).
So, the question is, “How can we effectively tackle systemic issues, and what specific actions should we take in our call to action?”
This blog was published on edubridges on July 31, 2024
Rana Bassaj,
Researcher & a doctoral student
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