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Drawing on existing frameworks, it calls for preparation of principals and aspiring leaders who treat “all isms” as endemic, and who can eliminate marginalization while promoting inclusive, diverse learning communities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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article address regarding educational leadership preparation?","Question",{"text":63,"@type":64},"It addresses how, in a time of colorblindness, preparation for inclusive social justice education leaders may be shaped by reductionist professional standards and exclusionary language.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the article define social justice leadership in an inclusive education context?",{"text":68,"@type":64},"It uses a definition centered on addressing and eliminating marginalization through inclusive schooling practices for students with disabilities, English language learners (bilingual learners), and other segregated students.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the article question standards-based leadership preparation programs?",{"text":72,"@type":64},"It highlights concern that standards-based programs may have negative, unintended impacts, and it argues that the vagueness and structure of these standards inadequately 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\nDavide Celoria  \nAbstract  \nThis article is intended to spark dialogue and debate related to the preparation of inclusive social justice education leaders in a time of colorblindness. Drawing attention to the reductionist construction of the professional standards for educational leaders when it comes to preparing educational leaders who are ready to address and eliminate racism, inequalities, and injustices. And calls for the preparation of education leaders and aspiring principals who understand that all isms are endemic and engrained in the fiber of our society and are prepared to address and abolish marginalization in schools and promote places of learning that are inclusive and diverse through the use of three existing frameworks.  \nKeywords: social justice, education leadership preparations, standards, inclusiveness  \nThis article is interested in countering exclusionary schooling that isolates those who are othered through inclusive education and inclusive schools as a form of transformation. Inclusion and inclusiveness in education is about the education of all students. In the words of Gloria Ladson-Billings, it is about “Justice…Just Justice”(AERA, 2015) . Although inclusion and inclusive education in the literature most often refers to students with disabilities, it also refers to bilingual learners (most often referred to as English language learners) and other marginalized students. In keeping with Theoharis (2007), the definition of social justice leadership I use in writing this article “centers on addressing and eliminating marginalization in school…[through] inclusive schooling practices for students with disabilities, English language learners (bilingual learners), and other students traditionally segregated in schools…”(p.222) . Inclusion isnot about disability [or language status], nor is it about schools.  \n199  \n“Inclusion is about social justice. Inclusion demands that we ask, What kind of world do we want and how should we educate students for that world?”(Sapon-Shevin, 2003, p. 25) .  \nIn a review of the Professional Standards for Educational Leaders 2015 [formerly known as ISLLC Standards](National Policy Board for Educational Administration, 2015) and the Administrative Services Preliminary and Clear Induction Credential Program Standards ([http://www.ctc.ca.gov/educator-prep/standards/SVC](http://www.ctc.ca.gov/educator-prep/standards/SVC)Admin-Handbook-2014.pdf) I was struck by what was included and what was excluded, as well as the language used and not used in the writing of these standards documents. Making me pause to ask whether or not the language used in these two sets of standards reflect racism in an era of colorblindness (Alexander, 2012; Ullucci & Battey, 2011)? And to ask, What kind of social justice leaders do we want leading our schools and how should we prepare these leaders? In considering these questions what hit me was the inadequacy of these standards—particularly when it comes to inclusiveness and social justice education leadership, due to the vagueness of the language used. An inadequacy that makes clear the need to critically review these two sets of standards from a social justice perspective. What was also striking is the need to rethink how we prepare social justice principals and other social justice educational leaders within the context of programs aligned with either set of standards.  \nAlthough educational leadership is widely acknowledged as complex and challenging (Bush, 2009; Schmidt, 2010; Shields, 2004) and professors of education prepare thousands of aspiring school leaders every year there is not a plethora of scholarship in the area of administration preparation (Capper, Theoharis, & Sebastian, 2006) . Even more startling is the lack of teaching about historically underserved, underrepresented, and marginalized populations (Pazey & Cole, 2012) . “According to the U.S. Census Bureau, in 2014 there ","cbCaij4bZzsE4Q8y","https://ap.wps.com/l/cbCaij4bZzsE4Q8y","pdf",605549,21,"English","# Abstract\n## Inclusive social justice leadership and inclusion\n## Professional standards: what is included and excluded\n## Limits of standards-based preparation and need for critique\n## Toward better preparation in aligned credential programs","[{\"question\":\"What problem does the article address regarding educational leadership preparation?\",\"answer\":\"It addresses how, in a time of colorblindness, preparation for inclusive social justice education leaders may be shaped by reductionist professional standards and exclusionary language.\"},{\"question\":\"How does the article define social justice leadership in an inclusive education context?\",\"answer\":\"It uses a definition centered on addressing and eliminating marginalization through inclusive schooling practices for students with disabilities, English language learners (bilingual learners), and other segregated students.\"},{\"question\":\"Why does the article question standards-based leadership preparation programs?\",\"answer\":\"It highlights concern that standards-based programs may have negative, unintended impacts, and it argues that the vagueness and structure of these standards inadequately support inclusiveness and social justice preparation.\"}]","The Preparation of Inclusive Social Justice Education Leaders - Abstract | PDF",1792094810,53]