Operating from Burrell and Morgan's (1979) Radical Humanist Paradigm and using Foster's (1986) conception of moral, transformative leadership as a theoretical framework, this dissertation presents three empirical studies that demonstrate the potential for social justice efforts and leadership. Guided by a critical grounded theory approach, the first study represents transformation of self in its analysis of critical consciousness development and praxis in White, privileged individuals. The second study provides an example of school transformation and presents a re-conceptualization of transformational leadership and professional learning communities as a guide for inclusive practices. The final study demonstrates the mutually beneficial components of community/school transformation and responds to critiques of social justice recently presented by the author (2014) and Capper and Young (2014) that social justice efforts in schools have not included transformation of community and the greater society. Furthermore, the article demonstrates the use of motivational theory (Maslow, 1943), originally aimed in educational leadership to increase efficiency, as a guiding principle for social justice and community transformation.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/556435 |
| Date | January 2015 |
| Creators | Dugan, Thad Michael |
| Contributors | Ylimaki, Rose, Ylimaki, Rose, Ylimaki, Rose, Cabrera, Nolan, Bennett, Jeffrey, Brunderman, Lynnette |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
Page generated in 0.0022 seconds