Patrick M. Jenlink, EdD, is a professor of doctoral studies in the department of secondary education and educational leadership and the director of the Educational Research Center at Stephen F. Austin State University. He has authored numerous articles, guest edited journals, authored or co-authored numerous chapters in books, and edited or co-edited several books. His most recent books are Dialogue as a Collective Means of Design Conversation, Dewey’s Democracy and Education Revisited: Contemporary Discourses for Democratic Education an Leadership, and Equity Issues for Today's Educational Leaders: Meeting the Challenge of Creating Equitable Schools for All.N. Lee Stewart, EdD, was a full-time assistant professor in the department of secondary education and educational leadership at Stephen F. Austin State University, where he taught in the doctoral program and the principal preparation program. He served in the role of administrative academic advisor, principal, and curriculum director in Texas public schools ranging in size from 1A to 5A. His research interests included school climate, bully prevention, school size, advisory programs, and schools within schools. Sandra Stewart, EdD, is currently a full-time assistant professor in the department of secondary education and educational leadership at Stephen F. Austin State University, where she teaches in the principal preparation program. She spent seventeen years in public education as a teacher, administrative assistant, and principal. Her research interests include educational leadership, curriculum and instruction, educational reform, and social justice issues.

• DedicationAcknowledgmentsPrefaceIntroductionSection I: Democratic Learning Chapter 1Teaching Democratic Leadership Through CasesChapter 2Understanding Case-based PedagogySection II: Social Justice OverviewChapter 3Special Education and Inclusion: A Social Justice CaseChapter 4Nothing Matters but School Ratings: A Social Justice CaseChapter 5The Teacher Assigned to a Poor Mentor: A Social Justice CaseChapter 6 Billy’s Homework Woes: A Social Justice CaseChapter 7 Compulsory Attendance or Marginalization?: A Social Justice CaseChapter 8Field Trip Denied: A Social Justice CaseSection III: Equity OverviewChapter 9Giving up Fine Arts for Core Subject Improvement: An Equity CaseChapter 10 The Special Needs Student Who Was Moved: An Equity CaseChapter 11 Drinking at the Prom: An Equity CaseChapter 12 Two-Way Immersion: An Equity CaseChapter 13 Privilege ISD: An Equity CaseChapter 14 A Disheartening Decision: An Equity CaseSection IV: Diversity OverviewChapter 15 The African American Who Was Not Hired: A Diversity CaseChapter 16 The New Immigrant Who Could Not Pass the State Exam: A Diversity CaseChapter 17 Summer School for All: A Diversity CaseChapter 18Program Segregation Woes: A Diversity CaseChapter 19Does Color Matter: A Diversity CaseChapter 20 Questioning the Need for Bilingual Classes: A Diversity CaseSection V: Reflections on Democratic LeadershipChapter 21 Implications for the Leader Educator and PractitionerChapter 22 Coda: The Obligation of School Leaders and the Promise of DemocracyReferencesAbout the Authors

Lived democracy is a pivotal aspect of school life, and thus it must be also of school leadership, regardless of external pressure for measurable outcomes. In Leading for Democracy, we get a number of very inspiring cases taken from the complex lives of school principals to read and discuss and be better prepared to take on school leadership in the relational work with teachers, students and parents.

Patrick M. Jenlink, EdD, is a professor of doctoral studies in the department of secondary education and educational leadership and the director of the Educational Research Center at Stephen F. Austin State University. He has authored numerous articles, guest edited journals, authored or co-authored numerous chapters in books, and edited or co-edited several books. His most recent books are Dialogue as a Collective Means of Design Conversation, Dewey’s Democracy and Education Revisited: Contemporary Discourses for Democratic Education an Leadership, and Equity Issues for Today's Educational Leaders: Meeting the Challenge of Creating Equitable Schools for All.N. Lee Stewart, EdD, was a full-time assistant professor in the department of secondary education and educational leadership at Stephen F. Austin State University, where he taught in the doctoral program and the principal preparation program. He served in the role of administrative academic advisor, principal, and curriculum director in Texas public schools ranging in size from 1A to 5A. His research interests included school climate, bully prevention, school size, advisory programs, and schools within schools. Sandra Stewart, EdD, is currently a full-time assistant professor in the department of secondary education and educational leadership at Stephen F. Austin State University, where she teaches in the principal preparation program. She spent seventeen years in public education as a teacher, administrative assistant, and principal. Her research interests include educational leadership, curriculum and instruction, educational reform, and social justice issues.

• DedicationAcknowledgmentsPrefaceIntroductionSection I: Democratic Learning Chapter 1Teaching Democratic Leadership Through CasesChapter 2Understanding Case-based PedagogySection II: Social Justice OverviewChapter 3Special Education and Inclusion: A Social Justice CaseChapter 4Nothing Matters but School Ratings: A Social Justice CaseChapter 5The Teacher Assigned to a Poor Mentor: A Social Justice CaseChapter 6 Billy’s Homework Woes: A Social Justice CaseChapter 7 Compulsory Attendance or Marginalization?: A Social Justice CaseChapter 8Field Trip Denied: A Social Justice CaseSection III: Equity OverviewChapter 9Giving up Fine Arts for Core Subject Improvement: An Equity CaseChapter 10 The Special Needs Student Who Was Moved: An Equity CaseChapter 11 Drinking at the Prom: An Equity CaseChapter 12 Two-Way Immersion: An Equity CaseChapter 13 Privilege ISD: An Equity CaseChapter 14 A Disheartening Decision: An Equity CaseSection IV: Diversity OverviewChapter 15 The African American Who Was Not Hired: A Diversity CaseChapter 16 The New Immigrant Who Could Not Pass the State Exam: A Diversity CaseChapter 17 Summer School for All: A Diversity CaseChapter 18Program Segregation Woes: A Diversity CaseChapter 19Does Color Matter: A Diversity CaseChapter 20 Questioning the Need for Bilingual Classes: A Diversity CaseSection V: Reflections on Democratic LeadershipChapter 21 Implications for the Leader Educator and PractitionerChapter 22 Coda: The Obligation of School Leaders and the Promise of DemocracyReferencesAbout the Authors

Lived democracy is a pivotal aspect of school life, and thus it must be also of school leadership, regardless of external pressure for measurable outcomes. In Leading for Democracy, we get a number of very inspiring cases taken from the complex lives of school principals to read and discuss and be better prepared to take on school leadership in the relational work with teachers, students and parents.

Patrick M. Jenlink, EdD, is a professor of doctoral studies in the department of secondary education and educational leadership and the director of the Educational Research Center at Stephen F. Austin State University. He has authored numerous articles, guest edited journals, authored or co-authored numerous chapters in books, and edited or co-edited several books. His most recent books are Dialogue as a Collective Means of Design Conversation, Dewey’s Democracy and Education Revisited: Contemporary Discourses for Democratic Education an Leadership, and Equity Issues for Today's Educational Leaders: Meeting the Challenge of Creating Equitable Schools for All.N. Lee Stewart, EdD, was a full-time assistant professor in the department of secondary education and educational leadership at Stephen F. Austin State University, where he taught in the doctoral program and the principal preparation program. He served in the role of administrative academic advisor, principal, and curriculum director in Texas public schools ranging in size from 1A to 5A. His research interests included school climate, bully prevention, school size, advisory programs, and schools within schools. Sandra Stewart, EdD, is currently a full-time assistant professor in the department of secondary education and educational leadership at Stephen F. Austin State University, where she teaches in the principal preparation program. She spent seventeen years in public education as a teacher, administrative assistant, and principal. Her research interests include educational leadership, curriculum and instruction, educational reform, and social justice issues.

• DedicationAcknowledgmentsPrefaceIntroductionSection I: Democratic Learning Chapter 1Teaching Democratic Leadership Through CasesChapter 2Understanding Case-based PedagogySection II: Social Justice OverviewChapter 3Special Education and Inclusion: A Social Justice CaseChapter 4Nothing Matters but School Ratings: A Social Justice CaseChapter 5The Teacher Assigned to a Poor Mentor: A Social Justice CaseChapter 6 Billy’s Homework Woes: A Social Justice CaseChapter 7 Compulsory Attendance or Marginalization?: A Social Justice CaseChapter 8Field Trip Denied: A Social Justice CaseSection III: Equity OverviewChapter 9Giving up Fine Arts for Core Subject Improvement: An Equity CaseChapter 10 The Special Needs Student Who Was Moved: An Equity CaseChapter 11 Drinking at the Prom: An Equity CaseChapter 12 Two-Way Immersion: An Equity CaseChapter 13 Privilege ISD: An Equity CaseChapter 14 A Disheartening Decision: An Equity CaseSection IV: Diversity OverviewChapter 15 The African American Who Was Not Hired: A Diversity CaseChapter 16 The New Immigrant Who Could Not Pass the State Exam: A Diversity CaseChapter 17 Summer School for All: A Diversity CaseChapter 18Program Segregation Woes: A Diversity CaseChapter 19Does Color Matter: A Diversity CaseChapter 20 Questioning the Need for Bilingual Classes: A Diversity CaseSection V: Reflections on Democratic LeadershipChapter 21 Implications for the Leader Educator and PractitionerChapter 22 Coda: The Obligation of School Leaders and the Promise of DemocracyReferencesAbout the Authors

Lived democracy is a pivotal aspect of school life, and thus it must be also of school leadership, regardless of external pressure for measurable outcomes. In Leading for Democracy, we get a number of very inspiring cases taken from the complex lives of school principals to read and discuss and be better prepared to take on school leadership in the relational work with teachers, students and parents.