Affiliation:
1. The University of Kansas, USA
Abstract
The goal of this chapter is to provide a framework of discernment for culturally responsive school leaders to navigate the everyday decisions they are required to make that has both explicit and implicit social equity and social justice concerns for the schools, communities, and students they serve while avoiding the moral relativism traps that serve as sites of oppression reproduction. The emergent framework for discernment draws on teacher disposition theorizing, critical consciousness, diversity theorizing, curriculum theorizing on how curriculum acts as institutional text, theories about how harm operates in institutional settings, Catholic social teaching, social justice theory, theorizing on unintended consequence, and culturally responsive leadership.