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The transformative power of social j...

Dugan, Thad.

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The transformative power of social justice and leadership: Self, school, and community.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The transformative power of social justice and leadership: Self, school, and community./
Author:	Dugan, Thad.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704231
ISBN:	9781321765069

The transformative power of social justice and leadership: Self, school, and community.
Dugan, Thad.

The transformative power of social justice and leadership: Self, school, and community. - 129 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2015.

This item must not be sold to any third party vendors.

Operating from Burrell and Morgan's (1979) Radical Humanist Paradigm and using Foster's (1986) conception of moral, transformative leadership as a theoretical framework, this dissertation presents three empirical studies that demonstrate the potential for social justice efforts and leadership. Guided by a critical grounded theory approach, the first study represents transformation of self in its analysis of critical consciousness development and praxis in White, privileged individuals. The second study provides and example of school transformation and presents a re-conceptualization of transformational leadership and professional learning communities as a guide for inclusive practices. The final study demonstrates the mutually beneficial components of community/school transformation and responds to critiques of social justice recently presented by the author (2014) and Capper and Young (2014) that social justice efforts in schools have not included transformation of community and the greater society. Furthermore, the article demonstrates the use of motivational theory (Maslow, 1943), originally aimed in educational leadership to increase efficiency, as a guiding principle for social justice and community transformation.

ISBN: 9781321765069Subjects--Topical Terms:

529436
Educational leadership.

The transformative power of social justice and leadership: Self, school, and community.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Rose Ylimaki.
502 $a Thesis (Ph.D.)--The University of Arizona, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Operating from Burrell and Morgan's (1979) Radical Humanist Paradigm and using Foster's (1986) conception of moral, transformative leadership as a theoretical framework, this dissertation presents three empirical studies that demonstrate the potential for social justice efforts and leadership. Guided by a critical grounded theory approach, the first study represents transformation of self in its analysis of critical consciousness development and praxis in White, privileged individuals. The second study provides and example of school transformation and presents a re-conceptualization of transformational leadership and professional learning communities as a guide for inclusive practices. The final study demonstrates the mutually beneficial components of community/school transformation and responds to critiques of social justice recently presented by the author (2014) and Capper and Young (2014) that social justice efforts in schools have not included transformation of community and the greater society. Furthermore, the article demonstrates the use of motivational theory (Maslow, 1943), originally aimed in educational leadership to increase efficiency, as a guiding principle for social justice and community transformation.
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