Recipe for perpetuating inequity and social injustice in the public school system


 

  1. Begin with a group people whose personal NEED is to lead
  2. Allow them to lead in neighborhoods whose residents are different from them, not only in ethnicity but in values and social status
  3. This mix creates a cognitive dissonance in the leader as well as those being lead
  4. If the cognitive dissonance does not get resolve….
  5. You would have a Recipe for perpetuating inequity and social injustice in the public school system

Let me explain. I believe many people believe that they were born to lead, meaning, to direct or manage. However, a true leader is a servant. God came to Earth as a man, and he served us to the point of death in the cross. How is that as example of true leadership?

Autry (2001) writes, “what you do as a leader will depend on who you are… regardless of your own perceptions those around you can determine who you are only by observing what you do”( p.1). In other words, people will verify your authenticity. So, if your need is to lead and not serve, those around you will notice and hopefully your plans will fail.

Marshall and Oliva (2006) challenged us when they posited,” educational leaders are people who must deliver some version of social justice”( p.1) I would argue that if I have a personal need to lead, I would not be able to serve. Therefore, I cannot deliver any version of social justice to my community. Do I have a witness?

Leadership that promotes equity and social justice has as a goal to do no harm (Starratt, 2005). We as leaders and educators will do no harm when we  ask hard questions, challenge the status quo and are relentless. If not us, who?

More on the cognitive dissonance and social justice later.

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About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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