Author: Margaret Harris Ed.D., Department of Educational Leadership
"As long as one people sit on another and are death to their cry, so long understanding and peace elude all of us." -Chinua Achebe
The purpose of this project is to provide students with a social justice dilemma intended to facilitate and raise awareness of a current critical issue in our schools, communities, county, or state. Community leaders cannot promote excellence and claim to be advocates of social justice if they tolerate cultures that accept and explain the marginalization of a disproportionate number of people, in which success, in our society, eludes them.
Social justice requires active work on the part of leaders to change, the environmental circumstances that have a destructive impact on shaping the academic, emotional, and social development of children. When developing your equity plan, a basic element to keep in the forefront of your analysis and discussion is that the deliberate process of intervention of social justice requires one to resist discrimination and inequity (Marshall & Oliva, 2010). Of particular concern are those marginalized people who have been “written off” because of their race/ethnicity, gender, social class, disability, language, and sexual orientation.
The requirements of this social justice perspective do not merely imply assessing needs and providing services in order to mainstream marginalized populations with dictated services and program content. Rather it means building participatory, equitable, and just relationships to create trusting environments with community members. Thus, social justice perspective calls for community leaders to do the research to create a set of core beliefs and organizational characteristics that emphasize the high levels of engagement, particularly from those who have been marginalized in our communities and/or society (Marshall & Oliva, 2010).
As a leader for Social Justice, define your responsibility for creating and implementing a plan to stop the disparity between students from widening. You may also want to include how you have evolved as a leader for social justice, and include how your beliefs, attitudes, behaviors, and/or practices have changed or evolved. Thus, this section serves as a “mini” biographical sketch in order to provide the reader with a glimpse into your development as a bold, social, and responsible leader.
Once inequities are identified, you will move into the phase of developing an Equity Action Plan for implementation. However, the first step is to make sense of an uncertain situation. To do so requires you to gather various data sources, disaggregate and analyze the data to help set the problem or issue of inequity you will be focusing on. The following steps will assist you in understanding, and using the data to strengthen your stance.
The following steps may assist you in understanding, and using the data to strengthen your stance.
The second step provides you with additional support as to the nature and/or the seriousness of issue(s) of equity in your community, county, or state.
The third step:
The fourth step: Resources are not just fiscal in nature.
Finally, select a preferred option(s) that identifies what actions should be taken.
The instructor must structure the following activities. However, these activities can be tailored for face-to-face sessions, hybrid classes, or on-line classes.
Prior, to our class discussion, each individual student is required to collect 2-3 sources of data from one of the assigned areas of interest. Peruse the data content and results before class in order to ensure your participation in the discussion.
Continue to synthesize your Equity Audits findings and your collaborations with key stakeholders. This sections helps to validate your data analysis.
Discuss the implicit assumptions (beliefs (beliefs and attitudes) and explicit assumptions (behaviors, practice) and how this has framed current practices
The final step to offer at least one comprehensive recommendation needed to extend opportunities to be welcomed and successful in the community in which they live.
Your collaborative team is responsible for composing a well-written narrative that includes all of the components required of an Equity Plan. In narrative form, your team must organize your Equity Plan to effectively convey the above information by thoroughly engaging the complexities of the issue while displaying logical development, adequate support, and grammatical and mechanical competence. Therefore, each team will prepare, and submit a well organized written report. (See Writing Your Team’s Equity Plan)
In addition to your team’s written work, each team must participate in a class presentation of your team’s journey in developing an equity plan. In addition to the multiple perspectives of the data analysis, your team must convince the audience of the urgency to address this issue.
Please keep in mind that the following outline is only a guide, and each team is encouraged to use their creative expertise in the preparation of the writing of their completed Equity Plan and in the team’s oral presentation.