- Begin with a group people whose personal NEED is to lead
- Allow them to lead in neighborhoods whose residents are different from them, not only in ethnicity but in values and social status
- This mix creates a cognitive dissonance in the leader as well as those being lead
- If the cognitive dissonance does not get resolve….
- 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.