"I Love These Girls—I Was These Girls": Women Leading for Social Justice in a Single-Sex Public School. Issue 4 (July 2013)

• Record Type: Journal Article
• Authors: Mansfield, Katherine Cumings
• Is Part Of: Journal of school leadership. Volume 23:Issue 4(2013)
• Page Start: 640
• Page End: 663
• Publication Date: 2013-07
• Subjects: School management and organization -- United States -- Periodicals; Administration scolaire -- États-Unis -- Périodiques; School management and organization; United States; Periodicals; Electronic journals; 371.2
• DOI: 10.1177/105268461302300404
• Languages: English
• ISSNs: 2631-9659

Abstract

The purpose of this article is to share the findings from a 2-year ethnography that examined female practitioners' experiences in the field. The article describes the intentions, discourses, actions, and repercussions of female administrators and teachers working to accomplish social justice for racial/ethnic minority girls from challenging economic circumstances. The discourse adjoining social justice intentions and actions is shared with descriptions of the specific material, intellectual, and emotional ways that female educators labored for social justice in their particular context. The impact of taking an explicitly activist stance in facilitating transformative learning opportunities is discussed along with implications for practice.