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Abstract

This article discusses the Leading for Equity, Achievement, and Democracy program, which is a partnership administrative credential program of the California State University, East Bay (formerly Hayward), and the Bay Area Coalition for Equitable Schools, based in Oakland, California. This developmental journey involves a process of introspection, reflection, and direction (“next steps”) toward a deep understanding of what it means to lead for equity and social justice. Central to this work has been the instructional and pedagogical support for inquiry and reflective practice throughout the cohort year. This article presents illustrations of how instructors can support aspiring leaders to develop skills that strengthen their ability to take actions that transform schools into sites of powerful teaching and learning.

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LEADing for Social Justice: A Journey of Inquiry and Reflective Practice

Abstract

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