A Leadership Perspective on Restorative Approaches to Social Justice: When the Offender is the ‘Circle’
Luke Macaulay, Monash University, Australia
Anthony H. Normore, California State University, Dominguez Hills, USA
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About the Center: Consortium for the Study of Leadership and Ethics in Education (CSLEE) was established as a University Council for Educational Administration (UCEA) Program Center in June 1996 by Paul Begley (OISE / University of Toronto) and Margaret Grogan (University of Virginia). The original name of the program center was the Center for the Study of Leadership and Ethics (CSLE). Twenty years later this UCEA program center continues its work and remains devoted to the support, promotion and dissemination of theory and research on values and leadership. The CSLEE is a consortium of faculty and research associates representing eight international university-based centers and institutes. The CSLEE now operates under its own constitution as well as having been a recognized program center of the UCEA since 1996. The executive of the CSLEE is composed of 18 directors –an elected executive director and an elected associate director, two appointed representatives from each of the eight member organizations. The executive and associate directors of the CSLEE are: Samantha Scribner, Director Brendan Maxcy, Associate Director
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Organizational Affiliation
Current CSLEE Headquarters
Since May 2014 the headquarters of the CSLEE has been located at the Rock Ethics Institute at The Pennsylvania State University. The program center’s original headquarters was at OISE / University of Toronto from 1996 through 2003. During that time the center was jointly operated by OISE/UT and the University of Virginia. From 2003 through 2009 the headquarters shifted to Penn State University and the University of Virginia ceased its affiliation. From 2009 through 2011the headquarters moved to Nipissing University in Ontario, Canada. From 2011 through 2014 the headquarters was re-located to the University of Waikato in New Zealand.
CSLEE Goals, Purposes and Objectives
Program Center Activities and Publications
Annual Conference
The annual conference sponsored by the CSLEE stands out as the most tangible evidence of our scholarship and creative professional work in this field since 1996. Since the summer of 1996 a considerable amount of intellectual momentum has developed in the field of values and ethics within Canada, the United States and world-wide. We think our Center can justifiably claim some credit for this phenomenon. Consider that in the twenty years the center has existed it has annually hosted successful conferences. These conferences have been delivered at center affiliated university locations such as Toronto (Ontario), Charlottesville (Virginia), State College (PA), Umea (Sweden), Brisbane (Queensland), Oklahoma City, and Huntsville (Ontario). The conference has also been delivered twice in Bridgetown (Barbados), and three times in Victoria (British Columbia). Average attendance has been about 100 participants, although in recent years the conference has consistently attracted more than130 attendees each year. Typically 75 or more individual presentations are delivered at the most recent conferences. This annual conference has become an institution.
Representative Sample of Other Activities and Outcomes (2012-2014)
The Two Refereed Journals of the CSLEE:
Values and Ethics in Educational Administration (VEEA)
VEEA is a fully refereed journal of the UCEA Consortium for the Study of Leadership and Ethics in Education (CSLEE). The journal was established in September, 2002. This journal is published quarterly, both in traditional paper format, as well as online. VEEA is a project operated by The Consortium for the Study of Leadership and Ethics in Education of UCEA, which was established as a University Council for Educational Administration (UCEA) Program Centre in June 1996. The current editor is Professor William Frick of the University of Oklahoma.
Editorial Objectives: The Values and Ethics in Educational Administration (VEEA) journal is dedicated to promoting and disseminating a broad range of scholarly inquiry relating to the areas of values and ethics, and their relationship to theory and practice in educational administration. The editor believes that the areas of values and ethics represent a promising direction for research into the practice of educational administration, and is prepared to consider a wide range of disciplined empirical and conceptual works of interest to both scholars in the field as well as practicing administrators.
Journal of Authentic Leadership in Education (JALE)
The Journal of Authentic Leadership in Education (JALE) is a refereed journal established in January 2010. This journal is published quarterly, online. JALE is a project operated by Nipissing University Centre for the Study of Leadership and Ethics of UCEA, which was established in 2009. The journal is housed in the Schulich School of Education, Nipissing University, Ontario, Canada under the editorship of Heather Rintoul.
Editorial Objectives: The Journal of Authentic Leadership in Education is dedicated to promoting and disseminating a broad range of scholarly inquiry relating to the areas of values and ethics, and their relationship to theory and practice in educational administration. The editor believes that the areas of values and ethics remain a critically important direction for research into the practice of educational administration, and is prepared to consider a wide range of disciplined empirical and conceptual works of interest to both scholars in the field as well as practicing administrators.
In recent years such scholarship has increasingly been referred to as authentic leadership. Authentic leadership is a metaphor for professionally effective, ethically sound, and consciously reflective practices in educational administration. This is leadership that is knowledge-based, values informed, and skillfully executed. Leadership by definition refers to practices that extend beyond the usual procedural context of organizational management. Authentic leadership implies a genuine kind of leadership – a hopeful, open-ended, visionary and creative response to social circumstances, as opposed to the more traditional dualistic portrayal of management and leadership practices characteristic of now obsolete research literature on effective principal practices (Begley 2001).
Annually Presented CSLEE Awards to Recognize Excellence
One of the ways the CSLEE carries out its mandate is by annually recognizing scholars who have demonstrated excellence in an area which we regard important. We have three awards presented annually.
Willower Award of Excellence: The first award is called the Willower Award of Excellence in honour of Don Willower from Penn State who was one of the earliest participants and sponsors of the center’s work. This award is given for significant scholarly achievement. The list of recipients since 1996 includes many world class scholars. The awards presented for the years 2012 through 2014:
Paul Begley Award: The second award is the Paul Begley Award for graduate student research on the values and ethics of educational leadership. This award was established in 2012 and there have been two awards given during the period 2012 – 2104.
CSLEE Authentic Leadership Award: The third award is the CSLEE Authentic Leadership Award for service to the field. This award was established in 2014. There has been one award given during the period 2012 – 2014.
How the reports, publications and other products associated with the work of the CSLEE address the three strategic goals of UCEA:
We summarize the relevance of the work of the CSLEE to the mandate of the UCEA with the following.
The UCEA’s strategic goals are listed as:
Essentially, the UCEA’s strategic goals relate to educational leadership. On the other hand, the goals of the CSLEE focus on the values and ethics of educational leadership. We consider this an important and even essential aspect of educational leadership studies.
Valuation processes address notions of purpose, critical inquiry, due process and justice. This is more than just a grand statement. Over the twenty years that the CLEC has existed, we have conceptualized these notions and demonstrated their application in the practical setting of schools and universities with increasing precision. A brief explanation follows.
We have found it useful to conceptualize leadership as comprised of three key elements or components –purposes, goals and/or objectives; relevant knowledge and processes; and context. The study of values and ethics most obviously relates to the first component of leadership –purposes, goals and objectives. Topics like the ethics of leadership, the purposes of education, core values and first principles are good examples. And yet other topics that the CSLEE often considers – like moral literacy, ethical analysis, and ethical problem solving also can be seen to relate to the second element of leadership we term the knowledge and processes of leadership. So that too is an important part of our mandate and one that is particularly appealing to practitioners. And finally, recognizing that any ethical position must be assessed from within a particular context, the third component of leadership is also relevant to our work. In short, the work of the CSLEE is focused by a scholarly perspective highly relevant to the goals of the UCEA.
TBA
Values and Ethics in Educational Administration (VEEA) Journal
A Fully Refereed Journal of the UCEA Consortium for the Study of Leadership and Ethics in Education
Values and Ethics in Educational Administration is a refereed journal established in September, 2002. This journal is published quarterly, both in traditional paper format, as well as online. VEEA is a project operated by The Centre for the Study of Leadership and Ethics of UCEA, which was established as a University Council for Educational Administration (UCEA) Program Centre in June 1996. In 2003, the Rock Ethics Institute at The Pennsylvania State University became affiliated with the journal. The journal is currently under the editorship of William C. Frick.
EDITORIAL OBJECTIVES: The Values and Ethics in Educational Administration (VEEA) journal is dedicated to promoting and disseminating a broad range of scholarly inquiry relating to the areas of values and ethics, and their relationship to theory and practice in educational administration. The editor believes that the areas of values and ethics represent a promising direction for research into the practice of educational administration, and is prepared to consider a wide range of disciplined empirical and conceptual works of interest to both scholars in the field as well as practicing administrators.
Click on the issue number below to view the article. To download the article file in Adobe PDF format, right click on the issue number link and select “Save Target As . . . “. Choose a location on your computer to save the file. |
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CURRENT ISSUE | |
Volume 16, Number 2 (August, 2022) |
It was like kaboom! and the children stayed at home.” Leadership in a Preschool During the COVID-19 Pandemic Katarina Norberg |
ARCHIVED ISSUES | |
Volume 16, Number 1 |
Values and the Ethics of Care: Four Portraits Taryn J. Conroy
Montgomery School Patricia A.L. Ehrensal Independent Scholar |
Volume 15, Number 3 |
School Lunch as Curriculum: Neglected Encounters for Values and Leadership Susan Laird
Center for Leadership Ethics and Change University of Oklahoma |
Volume 15, Number 2 |
Contemplation for Educators: Theoretical, Ethical, and Practical Dimensions Drawn from the Catholic Intellectual Tradition Joseph A. Polizzi |
Volume 15, Number 1 |
A Case Study of One Principal’s Influence on Developing Teachers who Became Educational Leaders in Other Settings Patricia C. Simons |
Volume 14, Number 2 |
Is Data-Driven Decision Making At Odds With Moral Decision Making? A Critical Review of School Leaders’ Decision Making in the Era of School Accountability Yinying Wang |
Volume 14, Number 1 |
Turbulent Ports in a Storm: The Impact of Newly Arrived Students Upon Schools in Sweden
Katarina Norberg
Umeå University Steven Jay Gross Temple University |
Volume 13, Number 2 |
UNDERSTANDING FOR MORAL DECISION MAKING: A CONCEPTUAL MODEL FOR LINKING VALUES, DISCERNMENT AND OUTCOME PERCEPTION Charles Burford |
Volume 13, Number 1 |
SOCIAL INJUSTICES IN SCHOOLS: PRINCIPALS’ PERCEPTION Fei Wang |
Volume 12, Number 3
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FROM THE ERADICATION OF TOLERANCE TO THE RESTORATION OF SCHOOL COMMUNITY: EXPLORING RESTORATIVE PRACTICES AS A REFORM FRAMEWORK FOR ETHICAL SCHOOL DISCIPLINE Daniel Buckmaster |
Volume 12, Number 2 (April 2016) |
MORAL VISION IN A WORLD OF DIVERSITY John F. Covaleskie |
Volume 12, Number 1 (January 2016) |
UNDERSTANDING THE VALUES IN THE CHINESE HIGHER EDUCATION ACT: A POLICY ANALYSIS ON EDUCATIONAL PURPOSES Xiaobin Li |
Volume 11, Number 4 (August 2015) |
TELLING TALES OUT OF SCHOOL: A RELATIONAL APPROACH TO AUTHENTIC LEADERSHIP Rita A. Gardiner |
Volume 11, Number 3 (January 2015) |
GENERAL AND SPECIAL EDUCATION HIGH SCHOOL TEACHERS’ PERSPECTIVES OF FULL MEMBERSHIP FOR STUDENTS WITH DISABILITIES Pamela S. Morgan |
Volume 11, Number 2 (September 2014) |
AT THE CROSSROAD: VENTURE PHILANTHROPY OR A DEMOCRATIC ETHICAL VISION FOR EDUCATIONAL LEADERSHIP? Steven Jay Gross, Temple University |
Volume 11 Number 1 (March 2014) |
ETHICAL LEADERSHIP: A TEXAS SCHOOL DISTRICT’S EFFORTS TOWARD CULTURAL PROFICIENCY Miriam Ezzani |
Volume 10 Number 2 (June 2012) |
A SECOND LOOK AT AN ONTARIO PROVINCIAL STUDENT SUCCESS INITIATIVE: AN EMERGENT ETHIC OF CARE Carmen Shields and Ron Wideman |
Volume 10, Number 1 (March 2012) |
LEADING WITH HEARTS AND MINDS: ETHICAL ORIENTATIONS OF EDUCATIONAL LEADERSHIP DOCTORAL STUDENTS Linda R. Vogel |
Volume 9, Number 1 (November 2010) |
Towards the Cultivation of Full Membership in Schools William R. Black and Leonard C. Burrello |
Volume 8, Number 4 (July 2010) |
The Translation of Ethics for the Teaching Profession into Vice Principal Leadership Practice Heather M. Rintoul and Linda Goulais |
Volume 8, Number 3 (May 2010) |
The Place of Personal Values in Educational Leadership in Pakistan Sharifullah Baig |
Volume 8, Number 2 (January 2010) |
Formalizing Thinking for Morally Responsive Administration Paul Wagner |
Volume 8, Number 1 (Fall 2009) |
School Leadership for Diversity and Inclusion—Meeting the Multicultural Challenge in Sweden Katarina Norberg |
Volume 7, Number 4 (Summer 2009) |
Strategies, Accountability and Democratic Values: A Successful Principal in a Swedish School Monika Törnsén |
Volume 7, Number 3 (Spring 2009) |
Aboriginal “Ways of Being”: Educational Leaders, Students and Traditional Aboriginal Knowledge Wanda Cassidy and Davita Marsden |
Volume 7, Number 2 (Winter 2009) |
Promoting Moral Literacy Teaching Competency Deborah Hollimon, Dawn Basinger, Rebecca G. Smith, and Pauline Leonard |
Volume 7, Number 1 (Fall 2008) |
In School Communication: Developing A Pedagogically Focussed School Culture Helene Ärlestig |
Volume 6, Number 4 (Summer 2008) |
Examining the Spiritual Dimension of Educational Leadership |
Volume 6, Number 3 (Spring 2008) |
From Disposition To Action: Bridging Moral/ Ethical Reasoning And Social Justice Leader hip Benjamin H. Dotger & George T. Theoharis |
Volume 6, Number 2 (Winter 2008) |
Searching For Truth, Beauty, And Goodness In Educational Research Eric Bredo |
Volume 6, Number 1 (Fall 2007) |
Empirical Verifications Of Normative Ethical Postures And Valuation Processes In Educational Leadership William C. Frick |
Volume 5, Number 4 (Summer 2007) |
Recentering American Education on the Student: Personalization of Learning Valerie Storey |
Volume 5, Number 3 (Spring 2007) |
School Leadership for Social Justice: A Critique of Starratt’s Tripartite Model Martin Scanlan |
Volume 5, Number 2 (Winter 2007) |
Using Moral And Ethical Frameworks As Instructional Tools In High School Senior English Classes David Jagger |
Volume 5, Number 1 (Fall 2006) |
A Critique of Zero Tolerance Policies: An Issue of Justice and Caring Carlos McCray and Floyd D. Beachum |
Volume 4, Number 4 (Summer 2006) |
Beyond Authenticity: Contemporary Leadership from a Worldview Perspective Christopher Branson |
Volume 4, Number 3 |
Measuring the Instructional Leadership Values and Beliefs of School Leaders Leslie Hazle Bussey |
Volume 4, Number 2 (Winter 2006) |
Ethical Decision Making in Turbulent Times: Bridging Theory with Practice to Prepare Authentic Educational Leaders Joan Poliner Shapiro |
Volume 4, Number 1 (Fall 2005) |
Building Capacity in Schools: Some Ethical Considerations for Authentic Learning and Leadership Paul Bredeson |
Volume 3, Number 4 (Summer 2005) |
The Ethics of Practice: Navigating the Road of Authenticity: Journey Interrupted Pauline Leonard |
Volume 3, Number 3 (Spring 2005) |
Choosing our Legacy: Overcoming Value Conflicts that Frustrate Society’s Efforts to Deal with Environmental Challenges Gord Miller |
Volume 3, Number 2 (Winter 2005) |
An Aristotelian Framework for the Development of Ethical Leadership Jeffrey Brooks and Anthony Normore |
Volume 3, Number 1 (Fall 2004) |
Constructing Moral Pathways in the Transition from Teaching to Administration Denise Armstrong |
Volume 2, Number 4 (Summer 2004) |
The Inefficiency of the “Cult of Efficiency”: Implications for Public Schooling and Education Lucille L. T. Eckrich |
Volume 2, Number 3 (Spring 2004) |
Turbulent Policy Demands and Ethical Dilemmas: The Impact of Federal Education Policies on Special Education Programs and Services Susan C. Faircloth |
Volume 2, Number 2 (Winter 2004) |
Ethics and Values in Leadership Preparation Programs: Finding the North Star in the Dust Storm Anthony H. Normore |
Volume 2, Number 1 |
Moral Leadership and the Ethic of Community Gail Furman |
Volume 1, Number 4 (August 2003) |
Developing Reflective Habits of Mind Cyril P. Coombs |
Volume 1, Number 3 (May 2003) |
Constitutive Values and Daily Practice in a Swedish School Katarina Norberg |
Volume 1, Number 2 (December 2002) |
Victoria’s Secret: A Rejoinder and an Agenda Christopher Hodgkinson |
Volume 1, Number 1 |
Hodgkinson’s Paradoxical Paradigm Derek J. Allison |
The archived issues of Values and Ethics in Educational Administration are provided here in Adobe Acrobat Portable Document Format (pdf). The files can be read using Adobe Acrobat Reader. You may download a free copy of Acrobat Reader here. |
Past Awardees for Willower Award of Excellence, Authentic Leadership, and Paul T. Begley Award 2009 – 2017
Willower Award of Excellence
2017 Pamela Bishop, Western University (Canada)
2015 Tony Normore
2014 Christopher Branson, University of Waikato
2013 Hollie Mackey, Oklahoma University
2012 Steven Gross, Temple University
2011 Michelle Young, UCEA
2010 Olof Johansson, Umea University
2009 William Lloyd Boyd, Penn State University
2008 Charles Burford, Australian Catholic University
2007 Nancy Tuana, Rock Ethics Institute, Penn State University
2006 Pauline Leonard
2005 Robert, J. Starratt, Boston College
2004 William Greenfield
2003 Gail Furman, Washing State University
2002 William Foster
2001 Joan Poliner Shapiro, Temple University
2001 Jacqueline Stefkovich, Penn State University
2000 Donald J. Willower, Penn StateUniversity
1999 Cyril Coombs, OISE / UT
1998 Paul Begley, Penn State University
1997 Margaret Grogan, University of Missouri
1996 Chris Hodgkinson, University of Victoria
Authentic Leadership Award
2017 Heather Rintoul, Nipissing University (Canada)
2015 Michael Bezzina, Australian Catholic University
2014 Ron Wildman, Nipissing University (Canada)
Paul T. Begley Award
2017 Tiffany A. Roberts, Nipissing University (Canada)
2017 Candace M. Miller, Western University (Canada)
JALE Journal
The Journal of Authentic Leadership in Education (JALE) is a refereed journal established in January 2010. This journal is published quarterly, online. JALE is a project operated by Nipissing University Centre for the Study of Leadership and Ethics of UCEA, which was established in 2009. The journal is housed in the Schulich School of Education, Nipissing University, Ontario, Canada under the editorship of Heather Rintoul.
Editorial Objectives: The Journal of Authentic Leadership in Education is dedicated to promoting and disseminating a broad range of scholarly inquiry relating to the areas of values and ethics, and their relationship to theory and practice in educational administration. The editor believes that the areas of values and ethics remain a critically important direction for research into the practice of educational administration, and is prepared to consider a wide range of disciplined empirical and conceptual works of interest to both scholars in the field as well as practicing administrators.
Current Issue
A Leadership Perspective on Restorative Approaches to Social Justice: When the Offender is the ‘Circle’
Luke Macaulay, Monash University, Australia
Anthony H. Normore, California State University, Dominguez Hills, USA
Archived Issues of JALE
Archived PDF issues of JALE can be accessed at the following link.
https://csle.nipissingu.ca/archived-issue/