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Educational Administration Quarterly
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Leadership for Social Justice and Equity: Weaving a Transformative Framework and Pedagogy

Kathleen M. Brown

University of North Carolina at Chapel Hill

Although many agree that theory, research, and practice should be intertwined to support the type of schooling (and society) that values rather than marginalizes, few scholars offer ground-breaking, pragmatic approaches to developing truly transformative leaders. From a critical theorist perspective, this article offers a practical, process-oriented model that is responsive to the challenges of preparing educational leaders committed to social justice and equity. By weaving a tripartite theoretical framework together in support of an alternative, transformative pedagogy, students learn "to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality". The three theoretical perspectives of Adult Learning Theory, Transformative Learning Theory, and Critical Social Theory are interwoven with the three pedagogical strategies of critical reflection, rational discourse, and policy praxis to increase awareness, acknowledgment, and action within preparation programs.

Key Words: leadership • social justice • transformative learning theory • principal preparation • critical theory

Educational Administration Quarterly, Vol. 40, No. 1, 77-108 (2004)
DOI: 10.1177/0013161X03259147
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