According to Furman and Gruenewald (2004) social justice is a critical-humanistic role for school leaders. The critical-humanistic role is one that (a) assumes that schools are inherently value laden, (b) engages in an analysis of school structure for inequalities that result from unequal power relationships, and (c) works to overcome these inequalities.
After reading Chapter 8, closely Examine Table 8-1: Equality of Opportunity Matrix. For this discussion, you will
- Reflect on an educational program or school you have worked at or have yourself attended, and describe where it lies on the quadrant (the name of the school or program is not necessary).
- Describe the characteristics of the school/program and explain why those characteristics support your placement of the school/program in a particular quadrant.
- Through the lens of a school leader, discuss the importance of social justice, social capital, and how both relate to equal protection.
|
|
capital |
|
capital |
Low Social Justice |
Quadrant 1 |
Stratified classes characterized by discrepancies based on sex, race, and/or ethnicity.
Benefits of the full basket of goods and services available to only a few |
Quadrant 2 |
Stratified classes characterized by discrepancies based on sex, race, or ethnicity.
Benefits of the full basket of goods and services available to a few students |
|
|
Perceived inequality permeates the school community.
Student conflict defined by differences in race, ethnicity, and/or sex. |
|
Perceptions of inequalities not apparent in the school community.
Student groups get along for the most part, and conflict is rare |
High Social Justice
|
Quadrant 3 |
Stratified classes not generally distinguishable by race, sex, and ethnicity.
Full basket of goods and services available to most students. |
Quadrant 4 |
Classes not stratified by race, ethnicity, and/or sex.
Full basket of goods and services available to all students. |
|
|
Perceptions of inequalities remain in the school community.
Student conflict sometimes defined by race, ethnicity, and/or sex. |
|
Privileges available to all students based on need.
Community perception that equal treatment is commonplace. Student conflict rare. |
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