“Yes, but …”: Education Leaders Discuss Social Justice

Abstract

This article presents answers to the question: What do powerful educational leaders think about training practitioners for social justice? The data are drawn from interviews with a former governor and leaders from the American Association of School Administration (AASA), National Association of Secondary School Principals (NASSP), National Association of Elementary School Principals (NAESP), National Council for Accreditation of Teacher Education (NCATE), the National School Boards Association, the Council of Chief State School Officers the National Association of State Boards of Education, and others. Respondents noted that social justice issues must be addressed but barriers exist, including that administrators are stressed; the topic is considered too controversial by many; and dominant societal values are barriers. Respondents provided specific advice about training, such as: using policy levers like No Child Left Behind as motivators; start with “the higher calling”; be ethically appealing; put social justice requirements in licensure policy; use coalitions; and write articles in plain language for practitioners. Respondents’ advice can be used to construct good leadership preparation and, ultimately, can lead to a reconstruction of leadership.