On becoming a social justice leader: A fictionalized narrative approach

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The purpose of the study was to examine the experiences and influences that aided, prompted, and informed a principal in the south-western United States to act as a social justice leader with a keen focus on creating equitable conditions and outcomes for marginalized students within his school (Bruner, 2008). By employing a fictionalized narrative approach to findings, the aim of this study was to illuminate the shadows around the formal position to more fully understand what experiences caused an educational leader to act with and focus on social justice in his formal capacity as a high school principal. Findings highlighted that parental upbringing, experiences while in college, a competitive nature reinforced through athletics, and a meaningful relationship with a mentor all had a profound influence on the participant’s orientation to and belief in reducing inequities in his school and providing opportunities for all of his students.

Original languageEnglish (US)
Pages (from-to)106-126
Number of pages21
JournalResearch in Educational Administration and Leadership
Volume2
Issue number1
DOIs
StatePublished - Jul 2017
Externally publishedYes

Keywords

  • Fictionalized narrative
  • Leadership
  • Social justice

ASJC Scopus subject areas

  • Education

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