ABSTRACT
John Rawls was influential in theorizing about justice. He started with the understanding that society is a cooperative venture for mutual advantage, but is also marked by conflict. The work of Rawls, Fraser, and Young clarified different forms of injustice in society and the critical and democratic processes that must be part of the rectification of injustice. Research focused on principals who lead for social justice tends to focus narrowly on one or two injustices within the school, such as the racial achievement gap, Eurocentric curriculum, segregation of students with disabilities and English language learners (ELLs), community disengagement; and community marginalization and shared decision-making. Personal and professional experiences shape each principal's worldviews, historical position within society, and how they make sense of prevailing power relations. Advocacy can build broad-based support and networks and provide a sense of cohesion and solidarity between principals, educators, students, and families.
