Jeffrey S. Brooks – författare

Foundations of Educational Leadership provides a fresh and research-based perspective on educational leadership, exploring 10 specific aspects of ‘glocalization’ in which educational leaders must be literate in order to establish and sustain relevant and useful educational experiences for students in their schools. In addition to covering traditional concepts such as culture, instructional leadership, professional ethics, and politics, well-known authors Brooks and Normore also introduce several conventionally neglected, cutting edge concepts like spirituality, holistic health, and information leadership. This important book emphasizes how a framework of learning, literacy, leadership, and reflection is critical to the preparation and practice of educational leaders. Foundations of Educational Leadership ensures aspiring and practicing leaders will be prepared to influence processes and outcomes for creating a more just and equitable environment for all students. Key Features: Each chapter focuses on what leaders need to learn, the concepts with which they need to be literate, how to lead in the area, and aspects on which they should reflect. Discussion sections at the end of each chapter include prompts, questions, and activities suited for engaging ideas, alone, or with classmates.An eResource features additional resources and video content.

Foundations of Educational Leadership provides a fresh and research-based perspective on educational leadership, exploring 10 specific aspects of ‘glocalization’ in which educational leaders must be literate in order to establish and sustain relevant and useful educational experiences for students in their schools. In addition to covering traditional concepts such as culture, instructional leadership, professional ethics, and politics, well-known authors Brooks and Normore also introduce several conventionally neglected, cutting edge concepts like spirituality, holistic health, and information leadership. This important book emphasizes how a framework of learning, literacy, leadership, and reflection is critical to the preparation and practice of educational leaders. Foundations of Educational Leadership ensures aspiring and practicing leaders will be prepared to influence processes and outcomes for creating a more just and equitable environment for all students. Key Features: Each chapter focuses on what leaders need to learn, the concepts with which they need to be literate, how to lead in the area, and aspects on which they should reflect. Discussion sections at the end of each chapter include prompts, questions, and activities suited for engaging ideas, alone, or with classmates.An eResource features additional resources and video content.

How do race and race relations influence leadership practice and the education of students? In this timely and provocative book, the author identifies cultural and unstated norms and beliefs around race and race relations, and explores how these dynamics influence the kind of education students receive. Drawing on findings from extensive observations, interviews, and documents, the author reveals that many decisions that should have been based on pedagogy (or what is best for students) were instead inspired by conscious and unconscious racist assumptions, discrimination, and stereotypes. With applicable implications and lessons for all, this book will help schools and leadership programs to take the next step in addressing longstanding and deeply entrenched inequity and inequality in schools.

School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K–12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed. Contributors: Antonio J. Castro, Julie Causton-Theoharis, Virginia Collier, Katherine Delaney, Catherine Ennis, Virginia Goatley, Beth Graue, Rochelle Gutiérrez, Kathleen A. Hinchman, Anne Karabon, Christi Kasa, Dave McAlpine, Mitchell Robinson, Victor Sampson, Sherry A. Southerland, and Wayne Thomas

What new ideas and ways of thinking can educational leaders learn from great world leaders who have moved their societies to greater equity and expanded educational opportunity? In this lively, accessible volume, the editors have brought together an impressive group of senior and early-career educational scholars to study the lives and contributions of a wide range of outstanding historical and contemporary leaders from the United States and across the globe.This rich collection of brief biographical commentaries profiles leaders like Wangari Mathaai, John Tippeconic III, Fannie Lou Hamer, Saul Alinsky, Antonia Pantoja, Jimmy Carter, Golda Meir, Sun Yat Sen, José Rizal, and Jesus Christ. Each profile focuses on a single individual and includes (1) an introduction and biographical sketch, (2) a discussion of their context and activities as a leader, (3) a list of the key lessons we can learn from their leadership, and (4) an explanation of how these lessons are relevant for today. This unique collection bridges cultures, professions, and callings to help American education leaders create more just and equitable schools.

This important volume explores how racism operates in schools and society, while also unpacking larger patterns of racist ideology and white privilege as it manifests across various levels of schooling. A diverse set of contributors analyze particular contexts of white privilege, providing key research findings, connections to policy, and exemplars of schools and universities that are overcoming these challenges. Whiteucation provides a multi-level and holistic perspective on how inequitable power dynamics and prejudice exist in schools, ultimately encouraging reflection, dialogue, and inquiry in spaces where white privilege needs to be questioned, interrogated, and dismantled.

This important volume explores how racism operates in schools and society, while also unpacking larger patterns of racist ideology and white privilege as it manifests across various levels of schooling. A diverse set of contributors analyze particular contexts of white privilege, providing key research findings, connections to policy, and exemplars of schools and universities that are overcoming these challenges. Whiteucation provides a multi-level and holistic perspective on how inequitable power dynamics and prejudice exist in schools, ultimately encouraging reflection, dialogue, and inquiry in spaces where white privilege needs to be questioned, interrogated, and dismantled.

Islam, Education and Freedom explores six key areas of freedom: identity, acceptance, pedagogy, conflict, trust, and love. Based on a qualitative case study of a progressive Islamic school in Southern California, North Star Academy, the book illustrates through the voices of the participants how each particular freedom was applied in the school. The authors show how the six freedoms were understood, taught, and practiced with the aim of developing courageous and confident American Muslims. It explores the ways the school leaders facilitate and impart each freedom and the influence this has on the development of American Muslim students' identity.The book culminates with a model for freedom in Islamic schooling. It concludes with three key insights: (1) Islamic schooling can facilitate or constrain the way that leaders, teachers, students, and the school community experience freedom; (2) as freedom is a core value of Islam, it should be made central to the conceptualization and practice of Islamic schooling; and, (3) Islamic schooling, when grounded in the six freedoms, can be a pathway to comprehensive school reform and is applicable to Islamic schools. The book includes a Foreword written by Khaula Murtadha, Associate Vice Chancellor for the Office of Community Engagement, Indiana University–Purdue University Indianapolis, USA.

Islam, Education and Freedom explores six key areas of freedom: identity, acceptance, pedagogy, conflict, trust, and love. Based on a qualitative case study of a progressive Islamic school in Southern California, North Star Academy, the book illustrates through the voices of the participants how each particular freedom was applied in the school. The authors show how the six freedoms were understood, taught, and practiced with the aim of developing courageous and confident American Muslims. It explores the ways the school leaders facilitate and impart each freedom and the influence this has on the development of American Muslim students' identity.The book culminates with a model for freedom in Islamic schooling. It concludes with three key insights: (1) Islamic schooling can facilitate or constrain the way that leaders, teachers, students, and the school community experience freedom; (2) as freedom is a core value of Islam, it should be made central to the conceptualization and practice of Islamic schooling; and, (3) Islamic schooling, when grounded in the six freedoms, can be a pathway to comprehensive school reform and is applicable to Islamic schools. The book includes a Foreword written by Khaula Murtadha, Associate Vice Chancellor for the Office of Community Engagement, Indiana University–Purdue University Indianapolis, USA.

This book explores a range of issues related to minority educational leaders' role in their society, in particular those working in a divided society under conflict.The political and cultural challenges faced by minorities in divided societies raise the specific and important need to study leadership from a new perspective, based on the leaders' role in their society and community, and on their role in leveraging their school toward integration in their society while staying aligned with environmental changes.The authors present a new theoretical framework of "leadership for society" with practical implications for effective leadership in complex societies. The book also develops our understanding of minority education in the reality of conflicts between the state and the minority's identity. The authors believe that school leaders’ participation in the extended community will improve and affect the development of schools and enable leaders to negotiate cultural, social and political complexities.

This book explores a range of issues related to minority educational leaders' role in their society, in particular those working in a divided society under conflict.The political and cultural challenges faced by minorities in divided societies raise the specific and important need to study leadership from a new perspective, based on the leaders' role in their society and community, and on their role in leveraging their school toward integration in their society while staying aligned with environmental changes.The authors present a new theoretical framework of "leadership for society" with practical implications for effective leadership in complex societies. The book also develops our understanding of minority education in the reality of conflicts between the state and the minority's identity. The authors believe that school leaders’ participation in the extended community will improve and affect the development of schools and enable leaders to negotiate cultural, social and political complexities.

This book provides insights into the experiences of leadership socialisation for school leaders in four sub-Saharan African countries. The chapters present case studies of school leaders in Botswana, Lesotho, Namibia and South Africa, before offering a contextually grounded framework for school leadership socialisation. In contrast to other studies which focus on experiences of newly appointed school principals, this book presents lived experiences of school leadership against a complex backdrop of social, political and economic trends in the postcolonial African context. Drawing on socialisation theory to re-imagine the school leadership preparation and development landscape, the authors go beyond experiences of role learning by new school principals. Moorosi and Grant ask critical questions about the contextual realities in which would-be school leaders develop leadership attributes, skills and knowledge, and dispositions that prepare them for, and socialise them into, leadership. Country case studies allow the authors to focus on lived experiences of school leaders, preserving the contextual uniqueness while allowing for comparative analysis, cross-cultural learning and discussion.

Worldwide women constitute the majority of the teaching force, but men are more likely to achieve headship. Internationally a number of scholars working within sociology and the sociology of education have focused on the continued influence of gender on the shaping of identity and choices in relation to leadership, work and home. But in Greece the under-representation of women in educational leadership has received limited attention. Why are there so few women in educational leadership? How are leadership and gender constructed by men and women head teachers and teachers? Are the perceptions of men and women different and gendered? What is the future for women in leadership in Greece?Emmy Papanastasiou uses qualitative data from interviews with men and women head teachers and teachers in Greece and analyzes them using a feminist social constructionist framework to provide some answers to these key questions. In doing so, the book sheds light on social, cultural and political factors that influence women’s potential advancement in educational leadership.

Worldwide women constitute the majority of the teaching force, but men are more likely to achieve headship. Internationally a number of scholars working within sociology and the sociology of education have focused on the continued influence of gender on the shaping of identity and choices in relation to leadership, work and home. But in Greece the under-representation of women in educational leadership has received limited attention. Why are there so few women in educational leadership? How are leadership and gender constructed by men and women head teachers and teachers? Are the perceptions of men and women different and gendered? What is the future for women in leadership in Greece?Emmy Papanastasiou uses qualitative data from interviews with men and women head teachers and teachers in Greece and analyzes them using a feminist social constructionist framework to provide some answers to these key questions. In doing so, the book sheds light on social, cultural and political factors that influence women’s potential advancement in educational leadership.

This book draws on insights from 37 women leaders, collected from 2020 to 2022, around women’s experiences with gender and racial bias, resilience, social justice, and leadership strategies and challenges. The respondents possess different educational backgrounds, reflect different ethnic, racial and age groups, and inhabit varied roles and organizations, from public school districts, charter school networks, graduate schools of education, and partner/support organizations. Jana L. Carlisle responds to the underrepresentation of women in education leadership positions and the complicated and veiled routes women must take to ascend to leadership, and proposes the most applicable models, standards, strategies, and supports vital to women educational leaders.

This book draws on insights from 37 women leaders, collected from 2020 to 2022, around women’s experiences with gender and racial bias, resilience, social justice, and leadership strategies and challenges. The respondents possess different educational backgrounds, reflect different ethnic, racial and age groups, and inhabit varied roles and organizations, from public school districts, charter school networks, graduate schools of education, and partner/support organizations. Jana L. Carlisle responds to the underrepresentation of women in education leadership positions and the complicated and veiled routes women must take to ascend to leadership, and proposes the most applicable models, standards, strategies, and supports vital to women educational leaders.

This book traces the policymaking processes of the Review of Funding for Schooling (2011), which fundamentally changed school funding policy in Australia. School funding is a key element of any equitable school system. This is because the distribution of government funding for schooling leads to significant differences in the educational opportunities available for individual students, schools, and communities. The book shows that although education policy is often thought about as an abstract process, it is a series of small critical moments that create the policy and progress implementation towards or away from equity in school funding. Sinclair offers a new theory for understanding and then impacting in real-time the policymaking process towards equity in school funding, the “critical moments theory”. In doing so, he identifies where education leaders, teachers, policymakers, scholars, and community members all have the agency to influence policy from conceptualisation to implementation.

This book traces the policymaking processes of the Review of Funding for Schooling (2011), which fundamentally changed school funding policy in Australia. School funding is a key element of any equitable school system. This is because the distribution of government funding for schooling leads to significant differences in the educational opportunities available for individual students, schools, and communities. The book shows that although education policy is often thought about as an abstract process, it is a series of small critical moments that create the policy and progress implementation towards or away from equity in school funding. Sinclair offers a new theory for understanding and then impacting in real-time the policymaking process towards equity in school funding, the “critical moments theory”. In doing so, he identifies where education leaders, teachers, policymakers, scholars, and community members all have the agency to influence policy from conceptualisation to implementation.

This book offers an urgently needed re-imagining of what education can and must be in an era marked by escalating division, culture wars, and global precarity. Writing against the backdrop of “Brexit”, the Covid-19 pandemic, far-right resurgence, and intensifying geopolitical crises, Gholami and Tran show how contemporary politics weaponizes concepts such as social justice, diversity, and decolonization—either to vilify them or to empty them of meaning. In response, the book reframes social justice as a “good ideology”: an educational necessity that transcends left–right political binaries and offers a foundation for democratic, pluralist educational futures.Addressing a range of issues from the politics of untruth to climate injustice, from the religious-secular nexus to higher-education free speech debates, the authors illuminate how the "thumbprint" of coloniality can be discerned across all the key issues affecting education today, threatening both democracy and the ethical purpose of education. They argue that a re-energized decoloniality must run through the practice of education at all levels. The book thus offers a practical, research-informed framework for educators to make social justice immediately “workable” in their classrooms, communities, and institutions. It maps a pathway towards “collective knowledge”—a collectivist epistemology born of and reflecting the unique ethical dynamics of diverse locales and rooted firmly in social justice. Accessible, timely, and conceptually innovative, Knowledges that Destroy is essential reading for educators, policymakers, and all those committed to renewing education as a shared, democratic, and socially just endeavour.

The Dark Side of School Reform directly engages some of the more difficult aspects of working as an educator in a public school. This book investigates what it means to teach, lead, and live during times of ongoing and intense change and offers insights which might help committed professionals better serve the needs of students as they seek to implement their own reforms in the ever-shifting organizations public schools have become. Features: _

Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she’s prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts. If that professor ever existed, he is now emeritus.Juggling Flaming Chainsaws is the first book in a new series on these challenges of managing academic work and not-work. It uses the methodology of autoethnography to introduce the work-life issues faced by scholars in educational leadership. While the experiences of scholars in this volume are echoed across other fields in higher education, educational leadership is unique because of its emphasis on preparing people for leadership roles within higher education and for preK-12 schools. Authors include people at different places on their career and life course trajectory, people who are partnered and single, gay and straight, with children and without, caring for elders, and managing illness. They hail from different geographic areas of the nation, different ethnic backgrounds, and different types of institutions. What all have in common is commitment to engaging with this topic, to reflecting deeply upon their own experience, and to sharing that experience with the rest of us.

Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she’s prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts. If that professor ever existed, he is now emeritus.Juggling Flaming Chainsaws is the first book in a new series on these challenges of managing academic work and not-work. It uses the methodology of autoethnography to introduce the work-life issues faced by scholars in educational leadership. While the experiences of scholars in this volume are echoed across other fields in higher education, educational leadership is unique because of its emphasis on preparing people for leadership roles within higher education and for preK-12 schools. Authors include people at different places on their career and life course trajectory, people who are partnered and single, gay and straight, with children and without, caring for elders, and managing illness. They hail from different geographic areas of the nation, different ethnic backgrounds, and different types of institutions. What all have in common is commitment to engaging with this topic, to reflecting deeply upon their own experience, and to sharing that experience with the rest of us.

Racism and ignorance churn on college campuses as surely as they do in society at large. Over the past fifteen years there have been many discussions regarding racism and higher education. Some of these focus on formal policies and dynamics such as Affirmative Action or The Dream Act, while many more discussions are happening in classrooms, dorm rooms and in campus communities. Of course, corollary to these conversations, some of which are generative and some of which are degenerative, is a deafening silence around how individuals and institutions can actually understand, engage and change issues related to racism in higher education. This lack of dialogue and action speaks volumes about individuals and organizations, and suggests a complicit acceptance, tolerance or even support for institutional and individual racism. There is much work to be done if we are to improve the situation around race and race relation in institutions of higher education.There is still much work to be done in unpacking and addressing the educational realities of those who are economically, socially, and politically underserved and oppressed by implicit and overt racism. These realities manifest in ways such as lack of access to and within higher education, in equitable outcomes and in a disparity of the quality of education as a student matriculates through the system. While there are occasional diversity and inclusion efforts made in higher education, institutions still largely address them as quotas, and not as paradigmatic changes. This focus on “counting toward equity rather” than “creating a culture of equity” is basically a form of white privilege that allows administrators and policymakers to show incremental “progress” and avoid more substantive action toward real equity that changes the culture(s) of institutions with longstanding racial histories that marginalize some and privilege others.Issues in higher education are still raced from white perspectives and suffer from a view that race and racism occur in a vacuum. Some literature suggests that racism begins very early in the student experience and continues all the way to college (Berlak & Moyenda). This mis-education, mislabeling and mistreatment based on race often develops as early as five to ten years old and “follows” them to postgraduate education and beyond.

Racism and ignorance churn on college campuses as surely as they do in society at large. Over the past fifteen years there have been many discussions regarding racism and higher education. Some of these focus on formal policies and dynamics such as Affirmative Action or The Dream Act, while many more discussions are happening in classrooms, dorm rooms and in campus communities. Of course, corollary to these conversations, some of which are generative and some of which are degenerative, is a deafening silence around how individuals and institutions can actually understand, engage and change issues related to racism in higher education. This lack of dialogue and action speaks volumes about individuals and organizations, and suggests a complicit acceptance, tolerance or even support for institutional and individual racism. There is much work to be done if we are to improve the situation around race and race relation in institutions of higher education.There is still much work to be done in unpacking and addressing the educational realities of those who are economically, socially, and politically underserved and oppressed by implicit and overt racism. These realities manifest in ways such as lack of access to and within higher education, in equitable outcomes and in a disparity of the quality of education as a student matriculates through the system. While there are occasional diversity and inclusion efforts made in higher education, institutions still largely address them as quotas, and not as paradigmatic changes. This focus on “counting toward equity rather” than “creating a culture of equity” is basically a form of white privilege that allows administrators and policymakers to show incremental “progress” and avoid more substantive action toward real equity that changes the culture(s) of institutions with longstanding racial histories that marginalize some and privilege others.Issues in higher education are still raced from white perspectives and suffer from a view that race and racism occur in a vacuum. Some literature suggests that racism begins very early in the student experience and continues all the way to college (Berlak & Moyenda). This mis-education, mislabeling and mistreatment based on race often develops as early as five to ten years old and “follows” them to postgraduate education and beyond.

Since the passing of Brown versus Board of Education to the election of the first Black president of the United States, there has been much discussion on how far we have come as a nation on issues of race. Some continue to assert that Barack Obama’s election ushered in a new era—making the US a post-racial society. But this argument is either a political contrivance, borne of ignorance or a bold-faced lie. There is no recent data on school inequities, or inequity in society for that matter, that suggests we have arrived at Dr. King’s dream that his “four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” Children today are instead still judged by the color of their skin, and this inequitable practice is manifest in today’s schools for students of color in the form of: disproportionate student discipline referrals, achievement and opportunity gaps, pushout rates, overrepresentation in special education and underrepresentation in advanced coursework, among other indicators (Brooks, 2012). Though issues of race in the public education system may take an overt or covert form; racial injustice in public schools is still pervasive, complex and cumulative. For example, many students of color, year after year, do not have access to “good” teachers, experience low staff expectations, and are subject to “new and improved” forms of tracking (Brooks, Arnold & Brooks, in press).The authors in this book explore various ways that racism are manifest in the American school system. Through a plurality of perspectives, they deconstruct, challenge and reconstruct an educational leadership committed to equity and excellence for marginalized students and educators.

Since the passing of Brown versus Board of Education to the election of the first Black president of the United States, there has been much discussion on how far we have come as a nation on issues of race. Some continue to assert that Barack Obama’s election ushered in a new era—making the US a post-racial society. But this argument is either a political contrivance, borne of ignorance or a bold-faced lie. There is no recent data on school inequities, or inequity in society for that matter, that suggests we have arrived at Dr. King’s dream that his “four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” Children today are instead still judged by the color of their skin, and this inequitable practice is manifest in today’s schools for students of color in the form of: disproportionate student discipline referrals, achievement and opportunity gaps, pushout rates, overrepresentation in special education and underrepresentation in advanced coursework, among other indicators (Brooks, 2012). Though issues of race in the public education system may take an overt or covert form; racial injustice in public schools is still pervasive, complex and cumulative. For example, many students of color, year after year, do not have access to “good” teachers, experience low staff expectations, and are subject to “new and improved” forms of tracking (Brooks, Arnold & Brooks, in press).The authors in this book explore various ways that racism are manifest in the American school system. Through a plurality of perspectives, they deconstruct, challenge and reconstruct an educational leadership committed to equity and excellence for marginalized students and educators.

The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice , Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry?Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.

The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice , Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry?Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.

The School Leadership Survival Guide: What to Do When Things Go Wrong, How to Learn from Mistakes, and Why You Should Prepare for the Worst is intended as an uncommon guide for school leaders and a resource they can turn to when confronted with issues they might not normally face in typical practice. The book serves as a bridge between research and day-to-day school leadership, and is intended to help leaders and school communities improve in areas they routinely avoid. In this sense, the book is meant as a “go to” resource for principals, those who train and teach them, and scholars. Although authors recognize the complexity of issues raised in the book, each chapter has a “How to” “What to do” or “Why You Should” ethos in order to give the book a unifying structure and help provide a practical translation of research and theory into practice. Some of the issues addressed include: How to elevate student voice; How to navigate religious conflict in the school and community; How to improve support for LGBTIQ students; Why You Should develop a natural disaster plan; How to work against racism in the school and community; How to practice inclusion in the school; How to make a vision and mission come to life; How to manage relationships with difficult people; What to do when there is racial tension in the community; How to learn the history of your school and community—and why that matters; How to guide and support a leadership team, and; What to do in a school with low trust.