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• W1473256 abstract "Connecting theory and practice to the moral use of power reveals social justice, as an educational intervention, is relevant in every era. Social requires ongoing struggle and cannot be separated from the educational theories and practices of professionals, schools, academic disciplines, and governmental agents. Insights from John Dewey illuminate the importance of creating an educational community with multiple perspectives on social justice, in contrast to the quasi-heroic discourse of strong leaders with vision. Contemporary efforts to apply Dewey in education demonstrate the need to incorporate many differing constituencies and visions of social justice. Individualist perceptions of stand in contrast to this pluralistic perspective, placing the emergence of on the shoulders of risk-taking visionaries, whether as educational reformers or revolutionaries. Dewey's social reconstructivist vision focused on building social today, in the practical tasks of daily life, rather than in the future. This orientation resonates with the postmodern turn in academia that strives for through critique, example, and practice, instead of elaborate proofs of truth in pursuit of future justice. Social has many meanings, presenting leaders with the ongoing challenge of creating social and political spaces for advocates and outlaws, both in and out of schools, to explore and make explicit the connections between subjective meanings of social justice. As a continuous social construct, educational leadership cannot be one design, one program, or one view, to the exclusion of other approaches. (Contains 12 references.) (TEJ) Reproductions supplied by EDRS are the best that can be made from the original document. tn oo Educational Leadership and Social Justice: Theory into Practice' Ira E. Bogotch Florida Atlantic University Introduction: Regardless of what I say, write, or do, I will always be too theoretical or too practical depending upon whom I'm interacting with at any one particular moment in time. If this is true, then to some indeterminate degree, we are all theoretical and practical. How then should we try to distinguish the two constructs without relying upon a fixed point of reference or assuming some arbitrary and artificial definition of the meaning of theory or practice? In everyday terms, the theory-practice distinction doesn't have any one fixed meaning. Can the same be said for meanings of social justice? Only recently have such questions been raised by professors of educational leadership.' How then should we frame the question: exploring the theorypractice interface within the of social justice? In broad philosophical terms, this question has been debated for over two thousand years. Not even the phrase context of social justice is new. Plato believed that slotting individuals through education into their natural positions in society was just. Thus, we have the kind of continuing topic in which yesterday's, today's and tomorrow's answers will not be the final word ever. I would, therefore, suggest that we rephrase the question to read why the question of theory and practice with respect to social needs to be asked and answered repeatedly? My intention in this essay is to present two different educational leadership responses to the question of theory-practice interface with social in order to re-affirm the above position that there are no permanent or universal meanings to any of the constructs under discussion. This relativity does not mean that we can't or shouldn't have this discussion or that any discussion is pointless just because there may be other positions to emerge which are just as valid. That's not the case at all. There are always consequences to ideas and actions. In other words, whenever educators act on their passionate beliefs, it can and does make a difference. We need to have these discussions inside of educational leadership in order to deliberately and continually refocus our work [in theory and practice] in education on becoming as socially just as we can. I have begun with Dewey's social construction of theory and practice as a point of departure for social actions. I have to say upfront that when faced with an intellectual challenge, I often return to Dewey for insight and inspiration. His refusal to provide me or anyone else with explicit criteria or definitive answers has been so much more reassuring than all the classification schemes, taxonomies, and models found throughout the academic literature in educational leadership. On this very point, I have not been influenced a bit by Dewey's critics, regardless of how they may claim themselves to be using his ideas only to then violate his basic social reconstructivist processes. What is appealing to me is that Dewey deliberately does not try to say everything and everything. He is not complete. And that's the point. It may be correct to call him naive, uncritical, too trusting in scientific inquiry, etc., but the educational leadership response need not U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0(This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W1473256 title "Educational Leadership and Social Justice: Theory into Practice." @default.
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