Critical development of courage within social justice school leaders: Silence, tempered radicals, and revolutionaries

Abstract

The purpose of this chapter is to examine three general approaches leaders might take when confronted with inequities, silence, tempered radicalism, and revolutionary, and explain why the development of courage is necessary among the latter two. After explaining how silence as an approach is antithetical to social justice goals, an explanation of how and why courage is fundamentally important to both approaches even though change is enacted differently is provided. Furthermore, it is contended that it is more likely that social justice school leaders will integrate elements of both tempered radicalism and revolutionary actions. Therefore, it is important for social justice leadership preparation faculty to integrate the development of courage into their programs. Courage is defined as the motivating force that helps one to overcome fear in the pursuit of a moral or socially just outcome. Strategies for the development of courage include experiential learning and reflection through activities such as reflective journals, role plays, and facilitated class discussions. Through continual skill development, reflection, and application, candidates may strengthen their commitment to social justice goals and gain the confidence to enact these practices as leaders. Additionally, program faculty ought to engage students in honest conversations about possible challenges and ways to strategically address them, as well as discuss strategies for self-care.