Leadership for Social Justice and Equity: Evaluating a Transformative Framework and Andragogy

Abstract

Purpose: This study explores the effects of an alternative, transformative andragogy (i.e., the art and science of helping others to learn) designed to be responsive to the challenges of preparing educational leaders committed to social justice and equity. Design: Within the context of preparation programs, the three theoretical perspectives of adult learning theory, transformative learning theory, and critical social theory are interwoven with the three andragogical processes of critical reflection, rational discourse, and policy praxis to form an alternative, transformative framework. Forty graduate students of educational administration (two cohorts of preservice leaders) participated in this study. Quantitative methods are used to assess the possible effects of transformative learning strategies on preservice leaders' attitudes toward issues of diversity in education. Qualitative research methods are then employed to further explore the possible effects of andragogical approaches on preservice leaders' personal beliefs and their reported ability to connect theory to practice. Findings: Findings indicate that participation in transformative learning processes and strategies can increase students' perceived growth in awareness, acknowledgement, and action toward social justice. Implications: The strategies used were created to help future leaders develop as transformative, reflective scholars and practitioners actively engaged in political, emancipatory interests. By participating in a number of assignments requiring the examination of ontological and epistemological assumptions, values and beliefs, context and experience, and competing worldviews, transformation is possible.