Leadership for socially-just supervision in K-12 schools in the context of the United States

Datos Bibliográficos

ID18974742
AutoresSalih Çevik (0000-0003-0337-4633, University of Georgia, autor de correspondencia), Sevda Yıldırım (0000-0003-0635-2480, University of Georgia), Sally J Zepeda (0000-0002-7274-2279, University of Georgia)
Año2020
Volumen12
Número4
Páginas306-322
Fecha de publicación2020-10-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaMulticultural Education Review (JOURNAL)
Identificadores de la revistaISSN: 2005-615X • E-ISSN: 2377-0031
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/2005615x.2020.1842671
OpenAlexW3094881594
IdiomaEN
Citas recibidas1
Referencias citadas50

This article addresses educational supervision as a platform for promoting the principles and foundations of social justice in K-12 schools in the United States. Fraser’s components of recognition, redistribution, and representation served as the foundation to examine socially-just supervision as a socio-culturally, politically, and economically grounded process. Socially-just supervision could promote reflective practices, support building relationships, create opportunities to improve teacher capacity, and focus effort and time to create momentum for teachers to become more socially-just as they interact with their students. Drawn from research, key practices as well as five guiding principles that support leadership for socially-just supervision for teachers in K-12 settings are provided. Without these principles, supervision, professional learning, and evaluation will remain discreet administrative functions that do not focus on the needs of teachers as they move throughout their careers

Educational leadership · Focus group · Grounded theory · Pedagogy · Political science · Public relations · Qualitative research · Social justice · Social science · Sociology · Collaborative Teaching and Inclusion · Education Discipline and Inequality · Psychology · Teacher Education and Leadership Studies