Social Justice in Leadership Preparation: A Poststructural Exploration of a Concept From Within Liminal Spaces
dc.contributor.advisor | O'Malley, Michael P. | |
dc.contributor.author | Long, Tanya Alyson | |
dc.contributor.committeeMember | Coryell, Joellen E. | |
dc.contributor.committeeMember | Gordon, Stephen P. | |
dc.contributor.committeeMember | Koschoreck, James W. | |
dc.contributor.committeeMember | Rojas Fabris, Maria Teresa | |
dc.date.accessioned | 2021-11-24T15:45:56Z | |
dc.date.available | 2021-11-24T15:45:56Z | |
dc.date.issued | 2021-12 | |
dc.description.abstract | St. Pierre (2015) suggested that researchers consider entering into research through an interest in, and a deep investigation of, a specific concept. Deleuze and Guattari (1994) maintained that a concept is a nebulous structure of a network of ideas that continuously remains unfolding. Therefore, researching a concept becomes an attempt at unraveling its complexities. Through a close reading (Butler, 1995; St. Pierre, 2015) of how the literature on educational leadership preparation conceptualizes social justice, this tripartite investigation includes an integrative literature review of social justice leadership preparation (Torraco, 2005), a narrative inquiry into the lived experiences of professors of social justice (Jones, 2003, 2006; Kim, 2015; Polkinghorne, 1988; Riessman, 2008), and an exploration into the method used to transform data into an ethnodramatic, musical presentation pulled from the narratives of these professors/researchers as these stories are juxtaposed against the storied experiences of students in K-12 schools (Conlon, 2015; SaldaƱa, 2009). In a field that critiques itself for its limited understanding of how the concept of social justice is situated within the field (Diem & Carpenter, 2012; McKenzie et al., 2008), these investigations open spaces for critical reflection and discourses surrounding the complexities of preparing leaders for social justice work. | |
dc.description.department | Counseling, Leadership, Adult Education, and School Psychology | |
dc.format | Text | |
dc.format.extent | 377 pages | |
dc.format.medium | 1 file (.pdf) | |
dc.identifier.citation | Long, T. A. (2021). <i>Social justice in leadership preparation: A poststructural exploration of a concept from within liminal spaces</i> (Unpublished dissertation). Texas State University, San Marcos, Texas. | |
dc.identifier.uri | https://hdl.handle.net/10877/14931 | |
dc.language.iso | en | |
dc.subject | Social justice | |
dc.subject | Educational leadership | |
dc.subject | Educational leadership preparation | |
dc.title | Social Justice in Leadership Preparation: A Poststructural Exploration of a Concept From Within Liminal Spaces | |
dc.type | Dissertation | |
thesis.degree.department | Counseling, Leadership, Adult Education, & School Psychology | |
thesis.degree.discipline | School Improvement | |
thesis.degree.grantor | Texas State University | |
thesis.degree.level | Doctoral | |
thesis.degree.name | Doctor of Philosophy |
Files
Original bundle
1 - 1 of 1