About this paper

Appears in:
Pages: 7629-7637
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1769

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

LEADERSHIP DEVELOPMENT THROUGH THE LENS OF SOCIAL JUSTICE AND INCLUSION

I. Mijares, K. Thee

Simon Fraser University (CANADA)
In recent years, higher education institutions have increasingly recognized the need to prepare students for today’s interconnected, ever-changing, and complex world. Likewise, many institutions have agreed that developing student’s leadership capacity is a core outcome of higher education. Recognizing the importance of preparing student leaders who can serve as agents of positive change, this paper discusses the theoretical, pedagogical, and practical aspects of engaging students in critical thinking and reflection about systemic societal issues.

Power dynamics, oppression, and inequities perpetuate and deepen worldwide challenges. While previous studies have reported on the importance of promoting social justice, civic engagement, and inclusion in leadership education, there is a need for further research on the praxis and implications of incorporating this theoretical framework into undergraduate student leadership programs. How can we provide students with the knowledge and tools that will make them more effective at understanding and addressing systemic inequity, promoting social change, and furthering inclusive societies?

Motivated by this question, this paper contributes to both the academic and the practitioner educational fields by analyzing current trends in social justice and leadership education through the lens of student development theory. It also provides practical insights through an applied case study in the higher education context. Based on data from an open-ended questionnaire, it presents a qualitative analysis on undergraduate students’ reactions to and learning from a social justice-oriented curriculum within an undergraduate co-curricular leadership program at Simon Fraser University. Finally, it suggests that the pedagogy and praxis of leadership education must evolve to keep pace with the complexities of current social issues.
@InProceedings{MIJARES2017LEA,
author = {Mijares, I. and Thee, K.},
title = {LEADERSHIP DEVELOPMENT THROUGH THE LENS OF SOCIAL JUSTICE AND INCLUSION},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1769},
url = {http://dx.doi.org/10.21125/inted.2017.1769},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {7629-7637}}
TY - CONF
AU - I. Mijares AU - K. Thee
TI - LEADERSHIP DEVELOPMENT THROUGH THE LENS OF SOCIAL JUSTICE AND INCLUSION
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1769
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 7629
EP - 7637
ER -
I. Mijares, K. Thee (2017) LEADERSHIP DEVELOPMENT THROUGH THE LENS OF SOCIAL JUSTICE AND INCLUSION, INTED2017 Proceedings, pp. 7629-7637.
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