Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Educational Administration Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Furman, G. C.
Right arrow Articles by Gruenewald, D. A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Expanding the Landscape of Social Justice: A Critical Ecological Analysis

Gail C. Furman

Department of Educational Leadership and Counseling Psychology at Washington State University

David A. Gruenewald

Washington State University

The social justice discourse in education has been critiqued by Bowers and others for its lack of attention to a broad range of related ecological issues. This article analyzes and critiques the current discourse of social justice in the field of educational leadership and offers an expanded concept of socioecological justice in schools. Arguing that pedagogy is a critical vehicle for addressing socioecological justice, the authors develop a model for a critical pedagogy of place and describe specific instructional methodologies associated with the model. The article concludes with suggestions for a critical leadership of place intended to enhance socioecological justice in schools.

Key Words: social justice • ecology • leadership • place-based education • pedagogy

Educational Administration Quarterly, Vol. 40, No. 1, 47-76 (2004)
DOI: 10.1177/0013161X03259142
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Urban EducationHome page
B. W. Kose
The Principal's Role in Professional Development for Social Justice: An Empirically-Based Transformative Framework
Urban Education, November 1, 2009; 44(6): 628 - 663.
[Abstract] [PDF]

Home page
 Journal of Cases in Educational LeadershipHome page
S. C. Faircloth, S. T. Ritter, and F. R. Wilson
Administrative Challenge or Ethical Dilemma? Responding Justly When a Student With a Disability Engages in a Violent or Disruptive Act
Journal of Cases in Educational Leadership, September 1, 2007; 10(3-4): 21 - 31.
[Abstract] [PDF]

Home page
 Journal of Cases in Educational LeadershipHome page
C. F. Karpinski
And the Band Played on? Social Justice and the Wilson Middle School Arts Program
Journal of Cases in Educational Leadership, December 1, 2006; 9(4): 41 - 52.
[Abstract] [PDF]

Home page
 Journal of Cases in Educational LeadershipHome page
D. L. Stader
The Bayou High School Blues
Journal of Cases in Educational Leadership, June 1, 2006; 9(2): 33 - 48.
[Abstract] [PDF]