Open AccessBlack Educational Leadership: The State of the Art in Ontario Elementary Schools
Author(s) -
Evra Trought-Pitters
Publication year - 2018
Publication title -
sjpd-jpds proceedings
Language(s) - English
Resource type - Journals
ISSN - 2561-4878
DOI - 10.18192/jpds-sjpd.v1i0.2179
Subject(s) - entitlement (fair division) , oppression , pedagogy , sociology , educational leadership , cultural capital , privilege (computing) , reading (process) , social capital , social justice , inclusion (mineral) , political science , public relations , gender studies , social science , politics , law , mathematics , mathematical economics
The current educational system upholds principles and practices that covertly support institutionalized oppression while affirming and legitimizing privilege and entitlement for students, teachers, and administrators who emulate the cultural capital of the dominant Western culture. This systematic literature review, explored ways in which Black leaders have enacted social justice education in Ontario elementary schools from 1970 to 2017. I have searched six academic databases, peer reviewed journals, the media, academic and professional articles and used close reading and textual analysis to critique Social Justice Leadership discourses. Barriers still exist to Black students’ progress. More research is needed for meaningful social change