The intention in this research is assess senior leaderships’ contribution and meaningful engagement with the complexities and contradictions of higher education that require careful consideration of the meaning of social justice and how this translates to policy and practice. With much of the work and research done internationally on social justice in education, it is not surprising that the focus on higher education in South Africa currently is critical. Evident in the literature are three conceptual areas of relevance to this study.
1. social justice
2. student engagement
So to begin with the understanding of the term social justice I wish to refer to John Rawl’s who theory of justice is useful in understanding access and social …show more content…
Even those who are at the forefront of the movement concede that it has yet to solidify as a field of study (Merchant & Shoho, 2006). Thus if higher education has a role to play in understanding and upholding social justice, then senior leaders themselves need to guide intellectual and political thought across all levels of society. Thus student engagement is wide-ranging phenomena that includes both academic and non-academic activities. The commitment of students’ participation in higher education is a critical factor and senior leaders need to promote student engagement, particularly those who face the greatest challenges in transition. Trowler (2010) recent literature review on student engagement identifies and defines engagement as being concerned with: “the interaction between the time, effort and other relevant resources invested by both students and their institutions intended to optimise their student experience and enhance the learning outcomes and development of students and their performance, and reputation of the institution” (p.3) Trowler reminds us of how important student is in terms of equality and social justice. Harper and Quaye (2009) cited in Trowler et al (p.13) were very clear when they said that institutions need to strategize of ways to increase student engagement from a diverse group of students, especially for those whom engagement is seen …show more content…
Leadership is a socially agreed construct with no clear agreed definition. Yukl (2002) contends that “most definitions of leadership reflect the assumption that it involves a process whereby intentional influence is exerted by one person over other people to guide, structure and facilitate activities and relationship in a group or organizations”(p.2). However in an educational environment, the leadership is context dependent and different styles of leadership can be successful. It is evident in SA higher education that the governance structure does not allow leadership to reside in one person. Instead, the governance structure allows for participatory leadership from various stakeholders, but the executions and implementation of decisions is carried out by the senior leadership. Therefore there has been several authors like Fullan, 2001; Storey, 2004 Thrupp & Willmott, 2003 who have shown that it is difficult to distinguish between leadership and management. Kotter states that management and leadership in some ways are similar (1990, p. 5) but he goes on to say that even more fundamentally, leadership and management differ in terms of their primary functions. The first can produce useful change the second can create orderly results which keep an
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Cutterham’s essay, Students are Anything but Coddled, is effective because it uses classroom dynamics and university protests. Cutterham uses examples of how students are changing the dynamic in clasrooms and on campuses through social media and protests and argues that students are not soft and pampered. In his essay, Cutterham uses the example of protesting students to show that today’s students are not “coddled”. He uses an example of Naimh McIntyre.
She states, “The reason for the more overall positive experience for Black students attending HBCUs than those attending PWIs can closely be linked to the unique institutional climate that HBCUs provide for students of color.” She talks about how HBCUs foster a “more encouraging and understanding for Black students” (Biehlmann) because of the higher percentage of Black faculty and administrators as role models. Biehlmann highlights how the presence of Black professors and administrators creates a setting that is in tune with the “specific knowledge of the Black experience in America,” (Biehlmann). Also, Blacks are the majority at HBCUs which can help them feel more comfortable and involved in their classes and campus. Whereas if a Black student attended a PWI, the student would feel alienated and disconnected from faculty, their White peers, and the campus
Diversity issues are critical element taken place within an individual. Diversity is defined as the state of being diverse which is expressed in beliefs and behaviors of individuals, families, communities and in societies. Issues related to age, gender, ethnicity, race, religion, culture, sexual orientation and disability can strongly affect a social worker’s assessment of a client as well as intervention chosen. Social –Economic Justice According to Barker (social work dictionary 2003) social justice is an ideal condition in which all members of a society have the same basic rights, protection, opportunities, obligations and social benefits.
Shariah Salahaladyn currently serves as the Graduate Assistant Dean of Faculty Affairs and Diversity at Graduate School of Education at the University of Pennsylvania. In this role, she participates in data collection and organization of Diversity in the Graduate school of Education. She also helps design and administer surveys, update the diversity website, and most importantly research literature and perform annotated bibliographies on diversity-related topics. Salahaladyn’s professional experience as an undergraduate sparked her passion into higher education, she worked as a Step Student Diversity Coordinator (Student Titan Employment Program) where she organized events on campus for students of color inviting faculty and staff to learn
Delgado and Stefancic (2011) stated that Critical Race Theory explores how “race, racism, and power intersect to create different circumstances for people of color within society [...] and in postsecondary institutions” (as cited in Quaye, 2013, p. 172). Within the field of higher education, it is important for student affairs professionals to recognize how race permeates all aspects of an individual’s life to fully understand their students’ experiences. Unlike other student development theories, such as Baxter-Magolda’s (2008) self-authorship and Abes, Jones, and McEwen’s (2007) Model of Multiple Identities, CRT places race at the “center of the analysis and assumes that race is omnipresent” in an individual’s life (Quaye, 2013, p. 167).
However, African Americans in predominantly White institutions still may experience negative effects that shape a student’s overall college experience. This study examined the experience and comfort level of African American alumnae of Saint Mary’s College through a racial lens in order to assess their academic success, postgraduate achievements, and advocacy of the institution. Institutional racism has been a factor in American lives, and even prevalent in education for hundreds of years at times producing segregation and at other times colleges for Blacks. Today, the influence of racial surroundings in higher education has become less visible on a structural level, but the effects for each individual student may be
Similarly, the goal of educated change unites Penn’s students. When I visited the Penn campus and strolled down Locust Walk, communities and clubs emersed me. At their tables, I made sandwiches for the homeless of Philadelphia and learned about raising awareness of women’s rights in the Middle East. Each group had their own distinct goals and wanted to change a specific aspect of society. I could easily start conversations, and the activities of the other students captivated me, teaching me about new and distinct topics.
Walden University’s College of Education has a similar vision. In the vision, Walden is “commited to the pursuit of positive social change through education.” The reason I am pursuing this degree is so that my students can do the same thing that Walden is teaching it’s students to do. All of the social activists, presidents and CEO’s in this world learned what they know from a teacher. They are able to impact the world, because they were given the tools to do so.
In developing this paper on leadership, I examined what was most important to me as a leader. As I reflected on my leadership philosophy, I thought about my experiences and the principals that I have learned through my own self-discovery and the observation of other leaders that I have had throughout my life. My leadership philosophy paper will focus on what leadership is to me, core values, and knowledge of others. In thinking about my definition of leadership, I thought of what was most important to me in and as a leader.
Moreover, I will try to expand on the roles that many social actors, such as teachers, schools and other professionals, play towards the implementation of social justice within education systems, whilst working along other agencies, in order to ensure that all pupils enrolled in schools all around the world are provided with the best opportunities and chances necessary
You can see U of T individuals occupied with group extends, our workforce specialists in the news, and more than 500,000 graduates spread crosswise over 140 countries. The University of Toronto is committed to encouraging a scholastic group in which the learning and grant of each part may prosper, with careful insurance for individual human rights, and an unafraid duty to the standards of equivalent open door, value and equity. Inside the novel college connection, the most critical of all human rights are the privileges of the right to speak freely, scholarly opportunity, and flexibility of examination. What's more, we insist that these rights are insignificant unless they involve the privilege to bring up profoundly aggravating issues and provocative difficulties to the cherishedbeliefs of society everywhere and of the college itself.
I believe that it is important for myself, as well as the black community, to pursue higher education in order to create a more respectful, justifiable and diverse society today. When students of color decide
In the past we know that higher education hasn't always been extreme inclusive, and that someone who brings new and ‘radical’ point of views can be seen in a negative light. When I was watching Black Panther there was a sense of community even for those who were no longer in Wakanda. What would happen if we were able to have a strong sense of community in higher education, from people that come from every walk of life, and what new ideas would be brought to the table to move everyone
Student persistence is in the forefront of higher education concerns (Reason, 2009). Persistence occurs when students successfully integrate into the college setting academically and socially (Tinto, 1975). Tinto’s Theory of Student Departure states that the more students integrate into the life of the college, the more successful they will be and the more likely the student will remain in school until graduation.
Introduction- The leadership and management are two important pillars of modern day business. “You manage things; you lead people” Grace Hopper (retired Admiral, U.S. Navy). On one hand managers, not only motivate people but they also set the course of direction and organize to achieve the targets.