This case is developed for use in classes in which key ideas related to democracy, accountability, inclusion, finances, and social justice are introduced. It could be useful in a course on school reform or on democratic leadership. Although the case is fictional, it is a composite in which all events and information provided are “real.” The intent here is to help educational leaders think carefully about what constitutes democratic leadership, democratic processes, and democratic outcomes while being aware of the challenges of addressing the needs of minoritized groups without essentializing or pathologizing them.
Furman, G. C., & Shields, C. M. (2005). How can educational leaders promote and support social justice and democratic community in schools? In W. A. Firestone & C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 119-137). New York: Teachers College Press.
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11.
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Sandholtz, J. H., Ogawa, R. T., & Schribner, S. P. (2004). Standards gaps: Unintended consequences of local standards-based reform. Teachers College Record, 106(6), 1177-1202.
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