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Journal of Research on Leadership Education, v4 n1 Jun 2009

Literature on leadership and change suggests that leaders help drive and sustain first- and second-order change and that they help to motivate people towards a vision based on common values; therefore, leaders do need to be prepared for significant responsibility. Leaders should ask, what "grand narrative" are today's leaders, this including educational leaders, communicating--the status quo or a new vision? In moving toward a "new social order," how should emerging leaders be prepared, particularly in the areas of knowledge, skills, and attitude (the cognitive and affective domain) to be responsive to a movement away from irrelevant traditional models of leadership? Through a content analysis of literature, the authors Jean-Marie, Normore, and Brooks (2009) attempted to answer these questions. In this response essay, Ottmann provides insight into the Canadian context from a First Nations perspective and outlines important concepts related to social justice programming, along with strengths and considerations pertaining to Jean-Marie, Normore and Brooks' paper. As Jean-Marie et al. (2009) identified in their literature search, educational leaders should understand the historical and current demographic trends and the local, provincial, national, and global impact of these shifts. For a portion of this response, Ottmann provides information about Canada's Aboriginal population, which includes First Nations, Metis, and Inuit peoples, in order to meet the focus described for this response essay: "the preparation/education of school leaders to understand and work with social justice issues in your particular part of the world."

Descriptors: Social Justice, Foreign Countries, Content Analysis, Instructional Leadership, Cultural Context, Reader Response, Literature Reviews, Social Change, Population Growth, Organizational Change, Ethnic Diversity, Concept Formation, Canada Natives

University Council for Educational Administration. Web site: http://www.ucea.org

Autor: Ottmann, Jacqueline

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1967&id=EJ875407

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