LEADERSHIP FOR SOCIAL
JUSTICE (LSJ) SIG
Greetings LSJ Members!
The LSJ Business Meeting honors the UCEA 2017 theme, Echando Pa’lante: School Leaders
(Up)rising as Advocates and (Up)lifting Student Voices, which is intended to encourage
opportunities for reflective dialogue regarding the educational contexts that students, teachers,
principals, and superintendents will be facing within a changing national climate and its impact
on educational policy.
See Agenda on Page 7
SEEKING (SELF) NOMINATIONS: If you are, on know someone who might be, interested in
becoming more involved in the LSJ-SIG, including serving as one of our three officers (chair,
secretary/treasurer, communications chair), please email our current chair, Martin Scanlan
Page 1 New Program Chair (Hollie McKay), Revived (Coffee Chat), Writing Group
Page 2 The 45th: Ethics, Values and Leadership
Page 3 Conferences, Books, and Reports
Page 4 Dr. Anthony Normore - Retirement
Pages 5-6 Call for 2018 LSJ Awards Nominations - Due January 12th, 2018
Page 7 Awardees (2017)
Page 8 LSJ 2017 Business Meeting Agenda
Welcome Hollie Mackey!
Dr. Hollie Mackey was elected the LSJ Program Chair for AERA 2018, replacing Sharon Radd
who served marvelously in the role during 2017.
Mentoring Graduates for Success!
The Leadership for Social Justice (LSJ) SIG Coffee Talk, Mentoring Graduates for Success, was revived
in 2017 and held at UCEA Friday, 8:00 to 9:10 am. Leading the effort was Graduate Student
Representative LaSonja Roberts from the University of South Florida.
LSJ members served as mentors for approximately 25 students. The esteemed mentors included Drs. Judy
Alston, Kathryn Bell-McKenzie, Casey Cobb, Carolyn Shields, Terah Venzant-Chambers, Carolyn
Shields, and our own LSJ Treasurer – Leslie Locke.
WANTED: Academic Friends
Hello, LSJ Members,
I am an early career faculty member with a research agenda centered on Leadership and Social
Justice. I am looking to find academic friends to build a small, but active network of support. Many
scholars build their accountability networks as graduate students, or within their institutions-- but I have
come to realize that I have to build my own! As accountability partners we can regularly check in on one
another to increase our productivity and sense of academic well-being and provide space to share and
1. Work-family-personal balance,
2. Professional roles and tenure expectations,
3. Writing progress & publication goals,
4. Envisioning social justice research ideas,
5. Critical feedback,
6. And so much more…
If you are interested in having an academic friend from within our SIG, then let’s connect to establish our
own accountability partnerships. Send me an email with your name, your institution, your geographic
location, your professional role, your research interests, and your email address. If you know you need
something specific in an academic friend, name it so that we can try to meet that need! We will strive to
create a network within the SIG to build accountability partnerships in a manner that is relevant, and
meaningful for all involved. For more information, or to find an academic friend, contact Amaarah
DeCuir at ADeCuir@american.edu.
THE 45TH PRESIDENTIAL ADMINISTRATION
The 45th Presidential Administration in the United States has helped put discussions of ethical
issues, values, and leadership at the forefront of national and international dialogues. The field of
educational leadership is uniquely positioned to ask what teaching, learning, and leading will be
needed under this, and the next, Presidential Administration. To the end the following
publications provide insight and guidance.
Rogers, J., Franke, M. Yun, J.E., Ishimoto, M., Diera, C., Geller, R., Berryman, A., & Brenes, T. (2017).
Teaching and Learning in the Age of Trump: Increasing Stress and Hostility in America’s High Schools. Los
Angeles, CA: UCLA’s Institute for Democracy, Education, and Access.
Teaching and Learning in the Age of Trump examines the impact of the political
environment during the first months of the Trump administration on America’s public high
school students. Drawing on a nationally representative teacher survey, the study reveals
heightened student stress and anxiety and concerns for their own well-being or that of their
family members. Teachers in the survey also report a rise in polarization and incivility in
classrooms, as well as an increased reliance by students on unreliable and unsubstantiated
information. In addition, many teachers report hostile environments for racial and religious
minorities and other vulnerable groups, particularly in predominantly White high schools.
Teachers responding to the survey want more help to support civil exchange among
students and greater understanding across differences. They also believe leadership matters in
cultivating positive school culture and student learning. But just 40 percent of teachers report
that school leaders are issuing public statements confronting the problems and just over one
quarter say leaders are providing guidance and support. Teachers in schools primarily serving
students of color were more likely than teachers in schools serving primarily White students to
say leaders were speaking out or acting to provide teachers with guidance or support. Hence, the
schools facing the greatest need for leadership to respond to the changing political climate were
the least likely to experience it.
Ethics, Values and Leadership Conference 2017
The 22 nd annual Ethics, Values and Leadership conference was held at the L.A.
Downtown Hotel in Los Angeles from October 5-7. In partnership with the Innovative School
Leadership Initiative (ISLI – a USDoE support initiative) and the UCEA Consortium for the
Study of Leadership and Ethics in Education (CSLEE) the 2017 conference theme was “Standing
Up, Speaking Out: Putting Values, Ethics and Leadership into Action”. The theme focused on
social justice, ethics, and role of leadership. Organized and coordinated by LSJ SIG members in
Los Angeles - Drs. Anthony Normore (Tony) and Antonia Issa Lahera (Toni) and their local
team the conference event can be found here:
Thinking Beyond the Test: Strategies for Re-Introducing Higher-Level (2016)
By Paul A. Wagner, Daphne Johnson, Frank Fair, & Daniel Fasko Jr. Rowman & Littlefield
In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the
emphasis in schools has been on drill and practice for the test. Genuine understanding and
critical thinking have been increasingly shortchanged. As a result, students have fewer
opportunities to advance their insight into cognitive and emotional challenges, even though both
teachers and parents recognize the importance of developing deliberative and reflective thinking
Educational Leadership as a Culturally Constructed
Practice: New Directions and Possibilities (2018).
Edited by Jane Wilkinson and Laurette Bristol. Routledge. Including
authors such as UCEA Director Michelle Young and LSJ
Communication Chair Vonzell Agosto.
Dr. Anthony Normore, PhD, retired in August 2017 from Department of Graduate
Education/Educational Leadership, Educational Policy, and Higher Education at California State
University, Dominguez Hills where he served as Department Chair.
Dr. Normore has been a long-time member of the LSJ SIG. In 2013 he received the Bridge
People Award, which recognizes those whose work “creates a bridge between themselves and
others”. Over his 20-year career Dr. Normore has been a tireless advocate of ethical leadership
and a prolific writer who has authored and coauthored over 20 books. Here is a sample from the
last two years.
Brooks, J. S., & Normore, A. H. (Forthcoming). Leadership lessons: Great thinkers on education. New York,
NY: Teachers College Press.
Brooks, J. S., & Normore, A. H. (2018). Foundations of educational leadership: The key to developing excellent
and equitable schools. New York, NY: Routledge/Taylor & Francis.
Normore, A. H., & Issa Lahera, A. (2017). Restorative practice meets social justice: Un-silencing the voices of
“at-promise” student populations. Charlotte, NC: Information Age Publishing.
Normore, A. H., & Brooks, J. S. (2016). The dark side of leadership: Identifying and overcoming unethical
practice in organizations. Bingley, UK: Emerald Group Publishing.
Normore, A. H., Javidi, M., & Long, L. (2016). The handbook of effective communication, leadership, and
conflict resolution. Hershey, PA: IGI Global Publishers.
Watson, T., & Normore, A. H. (2016). Racially and ethnically diverse women leading education: A Worldview.
Bingley, UK: Emerald Group Publishing.
Normore, A. H., Ehrensal, P., First, P., & Torres, M. (2015). Legal frontiers in education: Complex law issues
for leaders, policymakers and policy implementers,Bingley, UK: Emerald Group Publishing Limited.
Erbe, N., & Normore, A. H. (2015). Cross-cultural collaboration and leadership in modern organizations.
Hershey, PA: IGI Global Publishers.
Esposito, M. C., & Normore, A. H. (2015). Inclusive practices and social justice leadership for special
populations in urban settings: A moral imperative. Chapel Hill, North Carolina. Information Age Publishing.
Dr. Normore, we thank you for the research, teaching, and service you have provided along the way to guide the
field going forward. Best wishes to a well-earned retirement!
The Leadership for Social Justice (LSJ) Special Interest Group
American Educational Research Association
Call for 2018 Awards Nominations (3 Awards)
The Leadership for Social Justice SIG Awards were established in 2009 in order to recognize
individuals whose work advances the understanding and practice of social justice in school
leadership. The LSJ SIG presents three awards yearly at the American Educational Research
Association Annual Meeting. The 2018 Annual Meeting will be held April 13-17 in New York
City, NY. The LSJ Awards and their respective criteria are as follows:
I. Social Justice Teaching Award in Educational Administration
Description: This award recognizes outstanding social justice teaching by a professor or
instructor in the field of educational leadership.
Selection/Eligibility Criteria: Nominee must have been a teacher or instructor of record in a
leadership preparation/development program affiliated with a university or school district during
the previous academic year (2016-2017 for the 2018 award).
Nomination requirements: Nominees should demonstrate social justice teaching that promotes
equity, diversity, inclusion, and social reconstructionist education by providing a syllabus from a
course taught within the past two years, submit a cover letter of no more than three pages
describing their teaching philosophy as it relates to social justice, and supply a letter of support
from a student and/or faculty colleague. Nominations, including self-nominations, should include
a blind and original copy to the LSJ SIG Awards Committee Chair by Friday, January 12,
2018. The SIG chair will notify the award recipient by February 28, 2018.
Award: A plaque presented at the LSJ-SIG Business Meeting at the 2018 AERA Annual
Meeting, and recognition on the LSJ-SIG website.
II. Social Justice Dissertation Award
Description: This award recognizes an exceptional dissertation that expands our knowledge of
the complexity of social justice issues, whether in post-secondary, K-12, community-related,
and/or social policy-related, is the focus of this award. We are looking for unpublished
dissertations by graduate students. This award is to recognize the outstanding research of our
graduate students. This award will also encourage early scholars to join LSJ SIG and grow the
scholarship in the area of social justice.
Selection/Eligibility Criteria: Dissertations must be completed within the previous three years
from the award date. For example, a dissertation award presented at AERA annual meeting 2018
must have been completed by 2015 or later.
Dissertations considered for the LSJ SIG Dissertation Award should:
1. Be completed within the previous three years of the award date. Dissertations completed prior
to 2015 will not be considered.
2. Be submitted by a LSJ SIG member or the student of a LSJ SIG member
3. Align with the LSJ SIG mission
4. Seek to address significant research question(s)
5. Contribute to the literature on leadership for social justice
6. Be methodologically rigorous
7. Relate significant findings
8. Discuss the applicability of findings to practice and theory
Nomination requirements: Nominations, including self-nominations, should include a blind and
original copy of a six page abstract of the dissertation to the LSJ SIG Awards Committee Chair
by Friday, January 12, 2018. The SIG chair will notify the award recipient by February 28,
Award: A cash award of $250 presented at the LSJ-SIG Business Meeting at the 2018 AERA
Annual Meeting, and recognition on the LSJ-SIG website.
III. “Bridge People” Award
Description: Inclusion and community are cherished values of the LSJ SIG. In their chapter,
“Bridge People: Civic and Educational Leaders for Social Justice,” Shoho & Merchant (2006)
describe individuals who “were committed to creating a bridge between themselves and others,
for the purposes of improving the lives of all those with whom they worked. As such, they
functioned as ‘Bridge People’ in the fullest sense” (p. 86). This award is meant to recognize
individuals or groups whose work “creates a bridge between themselves and others” through
scholarship and research.
Selection/Eligibility Criteria: Potential recipients for this award should demonstrate work that
has created a bridge between themselves and others through scholarship and research. Nominees
may include but are not limited to, individuals, groups, or organizations whose recent work or
body of work have been a catalyst for bridging people or organizations, especially when those
people or organizations historically have not been connected.
Nomination requirements: Nominations, including self-nominations, should include a description
(maximum 3 pages) of the individual or group. Nominations, including self-nominations, should
include a blind and original copy to the LSJ SIG Awards Committee Chair by Friday, January
12, 2018. The SIG chair will notify the award recipient by February 28, 2018.
Award: A plaque presented at the LSJ-SIG Business Meeting at the 2018 AERA Annual
Meeting, and recognition on the LSJ-SIG website.
The work of award nominees should embody the LSJ mission: To promote social justice
teaching, research, service, and policymaking agendas, with the corollary aim of seeking to
proactively improve educational leadership as a means of addressing equity concerns for
underrepresented populations throughout P-20 education; also to share innovative, promising,
and research based programs, policies, and teaching strategies and proactively advocate on
behalf of underrepresented populations in educational leadership.
Direct any questions and email all awards nomination materials by Friday, January 12, 2018 to
Dissertation Award (2017)
Dr. Dawn Sherman for A Collective Case Study of Early-Career African-American
Teachers in Urban Public Schools -
University of Maryland, College Park
(Kerry, Catherine, Dawn, Martin)
Social Justice Teaching Award (2017)
Dr. Robert Cooper, Associate Professor, Graduate School of Education &
(Kerry, Robert, Dawn, Martin)
Leadership for Social Justice (LSJ) SIG Business Meeting
When: Saturday, 11/18 - 7:00 -- 7:50 AM
Where: Sheraton Denver Downtown Hotel: I.M. PEI Tower
Second Level - Tower Court B
● Welcome (Martin Scanlan, Chair)
● Update on AERA program (Hollie Mackey, Program Chair)
● Update on Communications (Vonzell Agosto, Communication Chair)
● Update on Graduate Students (Sonja Roberts, Graduate Student Committee Chair)
● Update on Awards Nominations (Catherine O’ Brien, Kerry Robinson)
● Special Event - A conversation with Dr. Angelina M. Walker.
Dr. Walker is the Year Zero Principal at John H. Amesse Elementary: A Montbello Children's
Network School. To help us question how research can best speak to practitioners, she shared
how her dissertation research is affecting her work in schools guided toward social justice! Her
dissertation, Transformative School Leadership: A Qualitative Examination of School Leaders'
Sensemaking of Lived Racial Experiences and Racial Inequities in Education was a finalist for
2017 CPED DiP Award! LSJ- SIG Member Kristina Hesbol was her chair!
Her completed project can be found at this link:
Reminder: SEEKING (SELF) NOMINATIONS: If you are, on know someone who might be,
interested in becoming more involved in the LSJ-SIG, including serving as one of our three
officers (chair, secretary/treasurer, communications chair), please email our current chair,
Martin Scanlan (email@example.com).
LSJ Communications Chair, 2016-2018, Vonzell Agosto
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