Abstract
In this chapter, the author takes the position that conceptualizing leadership concerned with social injustices as spatial practice rests, in part, with the conceptualization of power and identity or political subjectivity as defining elements of place and space. In turn, conceptualizing leaders as scholar–practitioners, it is argued, is concerned with examining a path to leadership as critical praxis for social justice. The argument is made that schools, as political spaces, are also practiced places wherein social injustices can be addressed. It is in understanding the spatial nature of schools that conceptualizing scholar–practitioner leadership is undertaken. The chapter is organized into four primary sections. The common theme that interfaces the sections is scholar–practitioner leadership and the spatial nature of social justice. The first section addresses the politics of space and the practiced place of schools. The second section discusses the spatial practices necessary for scholar–practitioner leaders to take a stance on social justice and democracy. The third section examines the matter of justice as a basis for articulating scholar–practitioner leadership as critical praxis. The concluding section presents final reflections on scholar–practitioner leadership as spatial practice for justice.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, G. L., & Grinberg, J. (1998). Educational administration as a disciplinary practice: Appropriating Foucault’s view of power, discourse, and method. Educational Administration Quarterly, 34(3), 329–353.
Apple, M. (1988). Equality and the politics of commonsense. In W. G. Secada (Ed.), Equity in education (pp. 7–25). London: Falmer Press.
Berlin, I. (1969). Four essays on liberty. London: OUP.
Bourdieu, P., & Wacquant, L. (1992). The purpose of reflexive sociology (the Chicago Workshop). In P. Bourdieu & L. Wacquant (Eds.), An invitation to reflexive sociology. Cambridge, MA: Cambridge University Press.
Bufacchi, V. (2012). Social injustice: Essays on political philosophy. New York: Palgrave Macmillan.
Carr, W., & Hartnett, A. (1996). Education and the struggle for democracy: The politics of educational ideas. Buckingham, UK: Open University Press.
Curzon-Hobson, A. (2003). Higher learning and the critical stance. Studies in Higher Education, 28(2), 201–212.
de Certeau, M. (1984). The practice of everyday life. (S. Rendall, Trans.). Berkeley, CA: The University of California Press.
de Certeau, M. (1991). Travel narratives of the French to Brazil: Sixteenth to eighteenth centuries. Representations, 33, 221–226.
de Certeau, M. (1999). Walking in the city. In S. During (Ed.), The cultural studies reader (pp. 151–160). London: Routledge.
Dewey, J. (1916). Democracy in education: An introduction to the philosophy of education. New York: Macmillan.
Dewey, J. (1927). The public and its problems. New York: H. Holt.
Dewey, J. (1937). Democracy and educational administration. School and Society, 45(1162), 457–462.
Dewey, J. (1985). Philosophy of education: Problems of men. Totowa, NJ: Littlefield.
Epstein, J. (1999). Spatial practices/democratic vistas. Social History, 24(3), 294–310.
Foster, W. (1989). Toward a critical practice of leadership. In J. Smyth (Ed.), Critical perspectives on educational leadership (pp. 39–62). London/New York: Falmer Press.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972–1977. New York: Pantheon Books.
Foucault, M. (1982). The subject and power. In H. Dreyfus & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics (pp. 208–226). Chicago: University of Chicago Press.
Freire, P. (1985). The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin & Garvey.
Freire, P. (1994). Pedagogy of the oppressed (20th Anniversary ed.). New York: Continuum
Freire, P. (1998). Politics and education (P. Wong, Trans.). Los Angeles: UCLA Latin American Publications.
Gale, T. (2000). Rethinking social justice in schools: How will we recognize it when we see it? International Journal of Inclusive Education, 4(3), 253–269.
Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. South Hadley, MA: Bergin & Garvey Publishers.
Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
Giroux, H. A. (1994). Educational leadership and school administration: Rethinking the meaning of democratic public cultures. In T. A. Mulkeen, N. H. Cambron-McCabe, & B. J. Anderson (Eds.), Democratic leadership: The changing context of administrative preparation (pp. 31–47). Norwood, NJ: Ablex Publishing Corporation.
Giroux, H. A. (2003). Public pedagogy and the politics of resistance: Notes on a critical theory of educational struggle. Educational Philosophy and Theory, 35(1), 5–16.
Glickman, C. D. (2003). Holding sacred ground: Essays on leadership, courage, and endurance in our schools. San Francisco: Jossey-Bass.
Gramsci, A. (1971). Selections from the prison notebooks. London: Lawrence & Wishart.
Greene, M. (1973). The matter of justice. Teachers College Record, 75(2), 181–191.
Greene, M. (1986). In search of a critical pedagogy. Harvard Education Review, 56(4), 427–441.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
Greene, M. (1998). Teaching for social justice. In W. Ayers, J. A. Hunt, & T. Quinn (Eds.), Teaching for social justice: A democracy and education reader (pp. xxviii–xlvi). New York: Teachers College Press.
Johnson, R. (2007). Post-hegemony? I don’t think so. Theory, Culture & Society, 24(3), 95–110.
Lefebvre, H. (1974/1991). The production of space. (D. Nicholson-Smith, Trans.). Oxford, UK: Blackwell.
Lum, J. (1993). Philosophical praxis in educational leadership: The need for revitalization of the foundations curriculum. Thresholds in Education, 19(1–2), 32–42.
Massey, D. (1995). Thinking radical democracy spatially. Environment and Planning D: Society and Space, 13, 283–288.
Morgan, J. (2000). Critical pedagogy: The spaces that make the difference. Pedagogy, Culture and Society, 8(3), 273–289.
Mouffe, C. (2000). The democratic paradox. New York: Verso.
Neibuhr, R. (1946). The children of light and the children of darkness. A Vindication of democracy and a critique of its traditional defence. New York: Charles Scribner’s Sons.
Rawls, J. (1971). A theory of justice. Oxford, UK: Oxford University Press.
Sartre, J.-P. (1947). Existentialism. New York: The Philosophical Library.
Sartre, J.-P. (1949). Literature and existentialism (B. Frechtman, Trans.). Secaucus, NJ: Citadel Press.
Scheffler, I. (1960). The language of teaching. Springfield, IL: Charles C. Thomas.
Scheurich, J. J. (2003). Commentary: The grave dangers in the discourse on democracy. In C. D. Glickman (Ed.), Holding sacred ground: Essays on leadership, courage, and endurance in our schools (pp. 286–293). San Francisco: Jossey-Bass.
Soja, E. (1989). Postmodern geographies. London: Verso.
Streich, G. W. (2002). Is there a right to forget? Historical injustices, race, memory, and identity. New Political Science, 24(4), 525–542.
Walzer, M. (1983). Spheres of justice. Oxford, UK: Blackwell.
Williams, M. (1998). Voice, trust, and memory: Marginalized groups and the failings of liberal representation. Princeton, NJ: Princeton University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Jenlink, P.M. (2014). The Spatial Nature of Justice: A Scholar–Practitioner Perspective. In: Bogotch, I., Shields, C. (eds) International Handbook of Educational Leadership and Social (In)Justice. Springer International Handbooks of Education, vol 29. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6555-9_20
Download citation
DOI: https://doi.org/10.1007/978-94-007-6555-9_20
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-6554-2
Online ISBN: 978-94-007-6555-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)