Leveraging Conflict for Social Justice: How “Leadable” Moments Can Transform School Culture

Abstract

It is not a question of whether conflict within a school will occur, but rather when it will manifest and by whom. Often times, conflict occurring between key stakeholders such as teachers, parents, and students is looked upon as tainting school culture or sabotaging change strategies. However, conflict may also serve as a catalyst for larger discussions of deficit thinking or shifts in the educational practice of a school. Capitalizing on these instances of conflict as “leadable” moments, school leaders are situated to leverage conflict for social justice aims. This case centers on an elementary school principal who encounters an instance of conflict with multiple constituencies. She is challenged in her resolution of a classroom incident while recognizing that it also represents larger, school- and district-wide issues. Responding to a teacher’s approach in addressing racist and bigoted language, a parent’s frustration with her child’s schooling experience, and a district official’s concern over diversity and equal educational opportunity, the principal is thrust into the micropolitical center of a school and moved to conceptualize how leadership for social justice may be infused into the situation.

Keywords

micropolitics school culture and conflict leadership for social justice

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