Social Justice Case Study

Educating School Leaders for Social Justice According to Cambron-McCabe & McCarthy (2005), school leadership programs inherently face the challenge of preparing ne leaders who can critically investigate the sructures and norms that necessitate inequitable schooling; and can undertake stringent measures to influence educational policies that will promote social justice in schools. This is aso affirmed by Jean-Marie, Normore, & Brooks (2009), who state that a growing concern in 21st century is whether or not school leaders can create schools that advance the rights and education for all children. This reality begs the question as to what measures can be employed in educating school leaders for social justice? The first manner to educate school

Inclusion, as afforded by social justice, resides on the premise of equal treatment of everybody. Therefore, in this case, if educational leaders are to enforce good social justice principles, it highly likely that students will exhibit minimal racist, prejudicial, and stereotypical nuances in their interactions. Additionally, they are more likely to exhibit diversification in regards to their associative behavioral patterns.

Social justice promotes the eradication of sell-pity among students. Self-pity is a common behavior pattern I students who feel that the systems deliberately and intentionally creates a barrier that is responsible for either their poor performance, or lack of common basic educational resources. However, in the presence of social justice, self-pity is replaced with empowerment; with the student being granted special attention that accentuates his or her needs.

Social justice promotes better academic discipline in students. To this effect, social justices accepts that all students as being equal, thereby allocating educational resources indiscriminately. As such, even the student from the lowest socio-economic strata has the opportunity to advance their academic