Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Lorri J. Santamaría, Andrés P. Santamaría

Abstract


This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice.  The leaders’ leadership practices, responsive to the diversity presented in their schools, offer reconceptualizations of educational leadership for a changing society. Applied critical leaders are defined through similarities and differences, followed by suggestions for critical leadership promoting social justice and educational equity and culturally responsive  practices to inform policy and practice for sustainable future-focused educational leadership. 

Keywords


educational leadership, diversity, case study, New Zealand, United States

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DOI: http://dx.doi.org/10.18251/ijme.v17i1.1013

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