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Educational Policy
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Educating School Leaders for Social Justice

Nelda Cambron-McCabe

Department of Educational Leadership, Miami University

Martha M. McCarthy

Indiana University, High School Survey of Student Engagement

Traditional leadership preparation programs and licensure requirements give only token consideration to social justice concerns. This article examines the emerging social justice discourse in the educational administration field and discusses several challenges that must be considered as universities and others attempt to prepare school leaders for social justice critique and activism. Social justice scholarship in educational leadership emphasizes moral values, justice, respect, care, and equity; always in the forefront is a consciousness about the impact of race, class, gender, sexual orientation, and disability on schools and students’ learning. School leadership programs face the challenge of preparing new leaders to critically inquire into the structures and norms that result in inequitable schooling for many students and to undertake an advocacy role to influence educational policies to achieve social justice.

Key Words: leadership • leadership preparation • social justice • licensure standards

Educational Policy, Vol. 19, No. 1, 201-222 (2005)
DOI: 10.1177/0895904804271609
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