Harvard Educational Review
  1. Winter 2017 Issue »

    The Self in Social Justice

    A Developmental Lens on Race, Identity, and Transformation

    Eleanor Drago-Severson and Jessica Blum-DeStefano

    In this essay, Eleanor Drago-Severson and Jessica Blum-DeStefano add a new dimension to the literature on social justice in education and constructive-developmental theory by exploring how adult developmental theory can shed new light on the challenges and opportunities of teaching and leading for social justice. Drawing from their decades of research and teaching about leadership that supports educators’ internal capacity building, they posit that adults’ qualitatively different ways of knowing—or developmental meaning-making systems—will influence how they understand diversity of all kinds, as well as what it means to teach and/or lead for social justice. Given the imperatives of equity and access in educational institutions, US society, and the world, this essay aims to help us better understand how to support diverse adults in their efforts to serve all students well and to work more collaboratively and productively across lines of difference.

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    Eleanor Drago-Severson is a professor in the Education Leadership and Adult Learning and Leadership programs at Teachers College of Columbia University, where she is also the director of the Education Leadership PhD program and the faculty director and cofacilitator of the Leadership Institute for School Change. A developmental psychologist and internationally certified developmental coach, she teaches, researches, and consults with schools, districts, educational leaders, instructional coaches, and teachers on leadership development domestically and internationally. Drago-Severson is the author of Helping Teachers Learn (Corwin/Sage, 2004), Leading Adult Learning (Corwin/Sage, 2009), Becoming Adult Learners (Teachers College Press, 2004), and Helping Educators Grow (Harvard Education Press, 2012), and coauthor of Learning for Leadership (with Jessica Blum-DeStefano and Anila Asghar, Corwin/Sage, 2013), Learning Designs (with Patricia Roy and Valerie von Frank, Corwin/Sage, 2015), Tell Me So I Can Hear You (with Jessica Blum-DeStefano, Harvard Education Press, 2016), and Leading Change Together (with Jessica Blum-DeStefano, ASCD, 2018). She was awarded the Morningstar Award for Excellence in Teaching at Harvard’s Graduate School of Education.

    Jessica Blum-DeStefano is an adjunct instructor at Bank Street College of Education. She is a cofacilitator of the Leadership Institute for School Change and a co-instructor in the Summer Principals Academy at Teachers College, Columbia University. Blum-DeStefano is a coauthor of Leading Change Together (with Eleanor Drago-Severson, ASCD, 2018), Tell Me So I Can Hear You (with Eleanor Drago-Severson, Harvard Education Press, 2016), and Learning for Leadership (with Eleanor Drago-Severson & Anila Asghar, Corwin/Sage, 2013).

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    Winter 2017 Issue

    Abstracts

    The Self in Social Justice
    A Developmental Lens on Race, Identity, and Transformation
    Eleanor Drago-Severson and Jessica Blum-DeStefano
    What Meaning-Making Means Among Us
    The Intercomprehending of Emergent Bilinguals in Small- Group Text Discussions
    Maren Aukerman, Lorien Chambers Schuldt, ​Liam Aiello and ​Paolo C. Martin
    Symbols in the Strange Fruit Seeds
    What “the Talk” Black Parents Have with Their Sons Tells Us About Racism
    Raygine DiAquoi
    Unscripting Curriculum
    Toward a Critical Trans Pedagogy
    Harper Benjamin Keenan
    “We Are All for Diversity, but..."
    How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change
    Özlem Sensoy and Robin DiAngelo

    Book Notes

    Growing Each Other Up
    Sara Lawrence-Lightfoot

    Lower Ed
    Tressie McMillan Cottom

    Grit
    Angela Duckworth