Emily Horita is a senior majoring in integrated elementary and special education. She expects to graduate this fall.
Horita partnered with Assistant Professor Suki Mozenter on a research project titled “Social Justice Principals and the Benefits to Students.” For the project, she interviewed four elementary school principals who made social justice fundamental to their practice.
Horita came up with the topic after reading a book discussing authoritarian approaches in education, and how harmful that approach can be to students in their formative years. Her findings showed that leadership that integrated social justice principles had many benefits for students. She highlighted some of these benefits on her final poster.
Social justice leadership:
- is student-centered, meaning that administrators take student voice into decision-making procedures.
- recognizes and addresses inequities that marginalized groups face. For example, underrepresentation in children’s literature and overrepresentation in disciplinary action.
- creates an environment where students can take responsibility for their own learning.
- uses a curriculum that combats injustices by instilling a sense of empathy in children.
Here’s what Horita had to say about the research and experience:
“I know that systemically, White narratives and perspectives are often the ones put first. I wondered if student voice, particularly those that are part of groups that are often ignored, pushed aside, or have been misrepresented, is something that is prioritized with social justice leadership.
I want people to know that after doing this project, I now see why it is particularly important to implement social justice leadership at the elementary school level. Issues of social justice are so prevalent in our nation. During these formative years, students are deeply concerned with ‘fairness’ and their empathy and perspective taking abilities are being developed. I now have a better understanding of why elementary school principals should guide all school faculty and staff in building the foundation for students to question and pursue these issues, because they are of relevance to many of their young lives.”