The field of educational leadership is currently in flux and transition. Scholars and practitioners are being compelled to engage concepts and frames of thinking that are substantively different from the traditional paradigm that has served as the foundation for educational leadership for some time. Included in this new way of perceiving educational leadership is critical spirituality. The inclusion of critical spirituality in the leadership conversation will help to provide a space for the engagement of other voices that have been somewhat dissonant to the traditional educational leadership discourse. Therefore, the purpose of this article is to delineate the four components of critical spirituality and propose how each can serve educational leaders to bring about radical democratic reform of schools.
Get full access to this article
View all access options for this article.
References
1.
AppiahK. A., & GatesH. L. (Eds.). (1995). Identities.Chicago: University of Chicago Press.
2.
ArriolaE. R. (2000). Gendered inequality. In DelgadoR., & StefancicJ. (Eds.), Critical race theory: The cutting edge (pp. 322–324). Philadelphia: Temple University Press.
3.
BordieuP., & PasseronJ. C. (1977). Reproduction in education, society, and culture.Beverly Hills: Sage.
4.
BurnsJ. M. (1978). Leadership.New York: Harper and Row.
5.
ButlerJ. (1995). Collected and fractured: Response to Identities. In AppiahK. A., & GatesH. L. (Eds.), Identities (pp. 439–448). Chicago: University of Chicago Press.
6.
CarlsonD., & AppleM. (Eds.). (1998). Power/knowledge/pedagogy: The meaning of democratic education in unsettling times.Boulder, CO: Westview Press.
7.
DantleyM. E. (2002). Uprooting and replacing positivism, the melting pot, multiculturalism, and other impotent notions in educational leadership through an African American perspective. Education and Urban Society, 34, 334–351.
8.
DantleyM. E. (2003). Principled, pragmatic, and purposive leadership. Journal of School Leadership, 13(2), 181–198.
9.
DelgadoR. (Ed.). (1995). Critical race theory: The cutting edge.Philadelphia: Temple University Press.
10.
EmmonsR. A. (1999). The psychology of ultimate concerns: Motivation and spirituality in personality.New York: The Guilford Press.
11.
FosterW. (1986). Paradigms and promises: New approaches to educational administration.Buffalo, NY: Prometheus Press
12.
FoucaultM. (1998). What is an author? In FaubionJ. D. (Ed.), Michel Foucault: Aesthetics, method, and epistemology (pp. 205–222). New York: New York Press.
13.
FreireP. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage.New York: Rowman and Littlefield.
14.
FreireP. (2000). Pedagogy of the oppressed (30th anniversary ed.). New York: Continuum.
15.
GirouxH. (1996). Fugitive cultures: Race, violence and youth.New York: Rout-ledge.
16.
GirouxH. (1997). Pedagogy and the politics of hope: Theory, culture and schooling.Boulder, CO: Westview Press.
17.
GlrouxH. A. (2001). Public spaces, private lives: Beyond the culture of cynicism.New York: Rowman and Littlefield.
18.
HeideggerM. (1977). The question concerning technology and other essays.New York: Harper & Row.
19.
HeifetzR. A. (1994). Leadership without easy answers.Cambridge: Harvard University Press.
20.
HeifetzR. A., & LinskyM. (2002). Leadership on the line: Staying alive through the dangers of leading.Boston: Harvard Business School Press.
21.
Hill-CollinsP. (1998). Fighting words: Black women and the search for justice.Minneapolis: University of Minnesota Press.
22.
Hill-CollinsP. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment.New York: Routledge.
23.
HooksB. (2000). Feminist theory: From margin to center.Cambridge, MA: South End Press.
24.
MaxcyS. (1995). Democracy, chaos and the new school order.Thousand Oaks, CA: Corwin.
25.
NiebuhrR. (1932). Moral man & immoral society: A study in ethics and politics.Louisville, KY: Westminster John Knox Press.
26.
NoddlngsN. (1992). The challenge to care in schools: An alternative approach to education.New York: Teachers College Press.
27.
OldenskiT., & CarlsonD. (Eds.). (2002). Educational yearning: The journey of the spirit and democratic education.New York: Peter Lang.
28.
PostD. W. (1995). Reflections on identity, diversity, and morality. In DelgadoR. (Ed.), Critical race theory: The cutting edge (pp. 419–427). Philadelphia: Temple University Press.
29.
SergiovanniT. J. (1999). Rethinking leadership: A collection of articles.Arlington Heights, IL: Skylight Publishers.
30.
StarrattR. J. (2003). Centering educational administration: Cultivating meaning, community, responsibility.Mahwah, NJ: Lawrence Erlbaum Associates.
