Black Educational Leadership: The State of the Art in Ontario Elementary Schools
DOI :
https://doi.org/10.18192/jpds-sjpd.v1i0.2179Résumé
The current educational system upholds principles and practices that covertly support institutionalized oppression while affirming and legitimizing privilege and entitlement for students, teachers, and administrators who emulate the cultural capital of the dominant Western culture. This systematic literature review, explored ways in which Black leaders have enacted social justice education in Ontario elementary schools from 1970 to 2017. I have searched six academic databases, peer reviewed journals, the media, academic and professional articles and used close reading and textual analysis to critique Social Justice Leadership discourses. Barriers still exist to Black students’ progress. More research is needed for meaningful social changeRéférences
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Bottery, M. (2004). The challenges of educational leadership. Thousand Oaks, CA: Sage.
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Brown, K. (2004). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Administration Quarterly, 40(1), 77-103. doi:10.1177/0013161X03259147
Brown, K. (2005). Social justice education for preservice leaders: Evaluating transformative learning strategies. Equity & Excellence in Education, 38(2), 155-167. doi:10.1080/10665680590935133
Brown, K. (2006). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42(5), 700-745. doi:10.1177/0013161X06290650
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Butin, D. W. (Ed.). (2008). Service-learning and social justice education: Strengthening justice based models of teaching and learning. New York, NY: Routledge.
Cambron-McCabe, N., & McCarthy, M. (2005). Educating school leaders for social justice. Educational Policy, 19(1), 201-222. doi:10.1177/0895904804271609
Capper, C. A., Theoharis, G., & Sebastian, J. (2006). Toward a framework for preparing leaders for social justice. Journal of Educational Administration, 44(3), 209-224. doi:10.1108/09578230610664814
Chapman, T. K., & Hobbel, N. (2010). Social justice pedagogy across the curriculum: The practice of freedom. New York, NY: Routledge.
Coleman, M., & Lumby, J. (2007). Leadership and diversity: Challenging theory and practice in education. London, UK: Sage.
Cooper, R., & Jordan, W. (2009). Leadership challenges in K-12 urban education: Prospective African American administrators’ views on educating African American students and closing the achievement gap. In C. Tillman (Ed.), The Sage handbook of African American education (pp. 205-222). Thousand Oaks, CA: Sage.
Cooper, R., & Trujillo, T. (2014). Framing social justice leadership in a university-based preparation program: The University of California’s Principal Leadership Institute. Journal of Research on Leadership Education, 9(2), 142-167. doi:10.1177/1942775114525046
Davis, T., & Harrison, L. M. (2013). Advancing social justice: Tools pedagogies, and strategies to transform your campus. San Francisco, CA: Jossey-Bass.
Dei, G. J. S., & Kempf, A. (2013). New perspectives on African-centred education in Canada. Toronto, ON: Canadian Scholars’ Press.
Delpit, L. (2012). Foreword: Educational leadership: It’s not about race...right? In J. S. Brooks, Black school, white school: Racism and educational (mis)leadership (pp. xi-xiv). New York, NY: Teachers College Press.
Douglass Horsford, S. (Ed.). (2010). New perspectives in educational leadership: Exploring social, political, and community contexts and meaning. New York, NY: Peter Lang.
Douglass Horsford, S. (2012). This bridge called my leadership: An essay on Black women as bridge leaders in education. International Journal of Qualitative Studies in Education, 25(1), 11-22. doi:10.1080/09518398.2011.647726
Douglass Horsford, S. (2016). Social justice for the advantaged: Freedom from racial equality post-Milliken. Teachers College Record, 118(3), 1-18.
Duignan, P. (2012). Educational leadership (2nd ed.). New York, NY: Cambridge University Press.
Dyson, D. (2013, May 16). TDSB census 2011 shows Toronto’s divisions and diversity [Web log post]. Retrieved from https://belongingcommunity.wordpress.com/2013/05/16/tdsb-census-2011-shows-torontos-divisions-and-diversity/
Education Quality and Accountability Office. (2012). EQAO’s provincial elementary school report: Results of the 2011–2012 assessments of reading, writing and mathematics, primary division (grades 1–3) and junior division (grades 4–6). Toronto, ON: Queen’s Printer for Ontario.
Epitropaki, O., & Martin, R. (2001). Role of organization identification on implicit leadership theories (ILT), transformational leadership and work attitudes. Group Processes and Intergroup Relations, 4(3), 247-262. doi:10.1177/1368430201004003005
Feldman, S., & Tyson, K. (2014). Clarifying conceptual foundations for social justice education. In I. Bogotch & C. M. Shields (Eds.), International handbook of educational leadership and social (in)justice (Vol. 29, pp. 1105-1124). Dordrecht, Netherlands: Springer.
Ospina, S., & Foldy, E. G. (2009). A critical review of race and ethnicity in the leadership literature: Surfacing context, power and the collective dimension of leadership. The Leadership Quarterly, 20(6), 876-896. doi:10.1016/j.leaqua.2009.09.005
Foster, W. (2004). The decline of the local: A challenge to educational leadership. Journal of Leadership for Effective & Equitable Organization, 40(2), 176-191. doi:10.1177/0013161X03260360
Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48(2), 191-229. doi:10.1177/0013161X11427394
Gunter, H., & Raffo, C., (2008). Leading schools to promote social inclusion: Developing a conceptual framework for analyzing research, policy and practice. Journal of Education Policy, 23(4), 397-141. doi:10.1080/02680930801923799
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY: Routledge.
Henry, A. (2017). Culturally relevant pedagogy in Canada: Reflections regarding Black students. Teachers College Record, 119(1). Retrieved from http://www.tcrecord.org/library/abstract.asp?contentid=21716
Hinsberger, P., Mayo, B., & Neal, A. (2016). Becoming a social justice leader: Using head, hearts and hands to dismantle oppression. New York, NY: Routledge.
Hopson, R., Hotep, U., Schneider, L., & Turenne, I. (2010). What’s educational leadership without an African centered perspective? Explorations and extrapolations. Urban Education, 45(6), 777-796. doi:10.1177/0042085910384201
Howard, J., Kamii, M., Moses, R., & McAllister, S. (1989). The algebra project: Organizing in the spirit of Ella. Harvard Education Review, 59(4), 423-444. doi:10.17763/haer.59.4.27402485mqv20582
Jacobson, L., & Cypres, A. (2012). Important shifts in curriculum of educational leadership preparation. Journal of Research on Leadership Education, 7(2), 217-236. doi:10.1177/1942775112455117
James, C., & Bratheaite,K. (editiors) 1996. Educating African Canadians. James Lorimer & Co. Ltd., Publishers.
Javed, N., & Rushowy, K. (2016, November 16). Veteran York educator blasts board on racist, anti-Muslim incidents. Toronto Star. Retrieved from https://www.thestar.com/yourtoronto/education/2016/11/16/veteran-york-educator-blasts-board-on-racist-anti-muslim-incidents.html
Jean-Marie, G., & Normore, A. H. (2008). Female secondary school leaders: At the helm of social justice, democratic schooling and equity. Leadership & Organization Development Journal, 29(2), 182-205. doi:10.1108/01437730810852515
Johnson, L. (2016). Boundary spanners and advocacy leaders: Black educators and race equality work in Toronto and London: 1968-1995. Leadership and Policy in Schools, 15(1), 91-115. doi:10.1080/15700763.2015.1071401
Kanpol, B. (1996). Issues and trends in critical pedagogy. New York, NY: Hampton Press.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-1311. doi:10.3102/0034654316630383
King, J. E. (2005). Black education: A transformative research and action agenda for the new century. Hillsdale, NJ: Lawrence Erlbaum.
King, J. (2016). We may well become accomplices: To rear a generation of spectators is not to educate at all. Educational Researcher, 45(2), 159-172. doi:10.3102/0013189X16639046
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a the remix. Harvard Review, 84(1), 74-84.
Leithwood, K. (2005). Educational leadership: A review of the research. Philadelphia, PA: Mid-Atlantic Regional Educational Laboratory at Temple University for Research in Human Development and Education.
Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996-2005. Leadership and Policy in Schools, 4(3), 177-199. doi:10.1080/15700760500244769
Lynn, M., Parker, L., Solorzano, D., Yosso, T., (2002). Critical race theory and education: Qualitative research in the new Millennium. Qualitative Inquiry, Volume 8 Number 1, 2002 3-6
Malott, C. S. (2010). Policy and research in education: a critical pedagogy for educational leadership. New York, NY: Peter Lang.
Majhanovich, S., Rust, V., Zajda, J. (2006). Introduction: Education and social justice. Review of Education, (2006)52:9–22
Mitchell, T. (2008). Critical service-learning as social justice education: A case study of the citizen scholars program. Equity and excellence in education, 40(2), 101-112. doi:10.1080/10665680701228797
Murtadha, K., & Watts, D. M. (2005). Linking the struggle for education and social justice: Historical perspectives of African American leadership in schools. Education Administration Quarterly, 41(4), 591-608. doi:10.1177/0013161X04274271
Ogunbawo, D. (2012). Developing Black and minority ethnic leaders: The case for customized programmes. Educational Management Administration & Leadership, 40(2), 158-164. doi:10.1177/1741143211427983
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