Farewell from Dr. Martin Scanlan 2 “The future of this country will be determined by what happens in our schools. The stakes are that high.” – Pedro Noguera, 4/5/18 In these unsettled and unsettling days in the United States, leadership for social justice can seem a Sisyphean enterprise. At times like these we need to look carefully for new voices to enliven and inspire each other. It is a time when we need to listen closely to our colleagues in the field who are leading the change. That’s what Sonja Santelises, CEO of Baltimore City Public Schools, provided last week in her keynote address to the Carnegie Summit on Improvement in Education. Santelises challenged this audience of 1400 to look carefully and critically at patterns of inequity and to act decisively to disrupt these inequities. By way of example, Santelises described how mapping tools that illustrate policies of racial segregation in housing (powerfully and disturbingly described in Rothstein’s “Color of Law”) can be applied to school districts. “We’ve redlined our schools,” she remarked. She then explained how this analysis laid the foundation for distributing educational resources differently in Baltimore. Examples like what Santelises shared give me hope in what can be a time of despair. School leadership for social justice is not about putting on rose-colored glasses, avoiding the bitter realities of continued violence that afflict our school communities. To be sure, Santelises was well aware of the continued struggles that face her city of Baltimore. But school leadership for social justice is also not about simply wallowing in these realities. Rather, it is about working to transform them, in tangible, practical ways. My service as the Chair of this SIG has been an occasion for me to deepen my learning about such transformations. My teachers have included excellent exemplars of practitioners who have joined us in recent LSJ- SIG meetings: Angelina Walker of Denver, Marcus Davenport of Detroit, and Jamaal Bowman of New York. And my leaders have been our colleagues in the academy who have done so as well, including Camille Wilson who shared about her collaboration with local schools in Detroit, and Rosa Rivera-McCutchen and Sharon Radd who gave us a powerful lesson on writing accountability partners last year at AERA. These leaders show the power of praxis – theory meeting practice – to be transformative. I look forward to continuing to learn such praxis with you as I turn the baton over to our new LSJ-SIG leadership at AERA 2018!
Celebrations 3 Appointments Ericka Roland, doctoral candidate in the department of Educational Leadership and Policy Studies, has accepted a post-doc fellowship appointment within the Department of Educational Leadership and Policy, Program in Higher Education Leadership (PHEL), at the University of Texas - Austin. Upon graduation this summer, she will advance her research agenda on transformative leadership development and work collaboratively with PHEL faculty and students on research into equity issues in higher education. After seven years at Virginia Commonwealth University, Katherine Cummings Mansfield has accepted a position as a tenured Associate Professor at the University of North Carolina- Greensboro in the Department of Educational Leadership and Cultural Foundations. Publications Agosto, V. & Roland E. (2018). Intersectionality and educational leadership: A critical review. Review of Research in Education (RRE) 42(1), 255-285. Available at: doi.org/10.3102/0091732X18762433 Lac, V.T. & Mansfield, K.C. (2018). What do students have to do with educational leadership?: Making a case for centering student voice. Journal of Research on Leadership Education, 13(1), 38- 58. https://doi.org/10.1177/1942775117743748 Levy, R., Salamon, S., Waters, C., & Mansfield, K.C. (2017). What’s in a name?: The confluence of confederate symbolism and the disparate experiences of African American students in a Central Virginia high school. Journal of Cases in Educational Leadership, 20(2), 105-130. DOI: 10.1177/1555458917692832 Mackey, H. J. (2017). The ESSA in Indian Country: Problematizing self-determination through the relationships between federal, state, and Tribal governments. Educational Administration Quarterly, 53(5), 782 – 808. https://doi.org/10.1177/0013161X17735870 Mansfield, K.C., Fowler, E., & Rainbolt, S. (2018). The potential of restorative practices to ameliorate discipline gaps: The story of one high school’s leadership team. Educational Administration Quarterly, 54(2), 303- 323. Available at: https://doi.org/10.1177/0013161X17751178 Mansfield, K.C., Beck, A.G., Fung, K., Montiel M., & Goldman, M. (2017). What constitutes sexual harassment and how should administrators handle it? Journal of Cases in Educational Leadership, 20(3), 37-55. DOI: https://doi.org/10.1177/1555458917696811 Mansfield, K.C. (2017). The potency of love and the power of a thousand: Reflections on Gustav Mahler and leadership for social justice. In T. Watson, F. Beachum, & J. Brooks (Eds.), Educational leadership and music: Lessons for tomorrow’s school leaders (pp. 55-66). Charlotte, NC: Information Age Publishing, Inc. Calls for Conference Proposal Submissions WALKING THE TALK: ETHICS, LEADERSHIP AND THE QUEST FOR INCLUSIVE PRACTICE The Consortium for the Study of Leadership and Ethics in Education, a University Council for Educational Administration program center, presents the 23rd Values and Leadership Conference scheduled for November 14- 15, 2018 at the Marriott Marquis Houston in Houston, TX, in conjunction with the 32nd annual UCEA Convention. This international conference focuses on the role of ethical and moral leadership in action across multiple dimensions of educational contexts. Please see the call for proposals at https://valuesandleadership.wordpress.com/about