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LSJ 2017 FALL Newsletter

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LEADERSHIP FOR SOCIAL

JUSTICE (LSJ) SIG

FALL 2017

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

(martin.scanlan@bc.edu).

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


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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

listen about:

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.


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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.

https://idea.gseis.ucla.edu/publications/teaching-and-learning-in-age-of-trump

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.


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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:

http://www.csleecenter.org/upcoming-events/22nd-annual-values-leadership-conference/

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

skills.

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.


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Retirement

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!


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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


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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,

2018.

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

LSJAwards@gmail.com


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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 &

Information Studies

UCLA

(Kerry, Robert, Dawn, Martin)


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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

Agenda:

● 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:

http://c.ymcdn.com/sites/www.cpedinitiative.org/resource/resmgr/docs/DiPs/Walker_Full_DiP.p

df

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 (martin.scanlan@bc.edu).

LSJ Communications Chair, 2016-2018, Vonzell Agosto

JOIN US ON THE LSJ FACEBOOK PAGE

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