This dissertation explores the need for critical transformative leaders who critique oppression within schools and have a desire for social justice. This study attempts to learn more about the principal practices that maintain or disrupt the status quo and what ritual patterns emerge in relation to the work of principals. Two public elementary school principals were observed over the course of a three-day period to better understand the challenges that critical transformative leaders face in the field of education. Four lessons emerged regarding the ritual patterns of principals studied: (a) an emphasis on solidarity, which creates ends that support status quo practices and restricts the development of dialogue centered on social justice issues, (b) the need to expose the hidden curriculum through praxis and work toward liberation, (c) a limited resistance in leadership practice, and (d) that a theoretical understanding of social justice leadership is not enough for transformation to occur in schools. The lessons learned in this study suggest that the neoliberal influences placed upon public schools and public school principals are a major obstacle preventing principals from doing critical transformative work. Furthermore, the academic coursework that principals are involved in is not a sufficient condition for doing critical transformative work. These themes suggest that there is a great need to find ways to open dialogue amongst principals, school staff, parents, and those who make policy decisions so that these groups can begin examining oppressive conditions in schools. Reflection and action against unjust policies are essential to aspects of praxis for which dialogue can be used as a vehicle for change.
|Commitee:||Kline, Kip, Petrek, Jane|
|Department:||Department of Educational Leadership|
|School Location:||United States -- Illinois|
|Source:||DAI-A 77/06(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Educational leadership, Principals, Ritual critique, Transformative leadership|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be