Abstract
This chapter discusses the social justice implications of moral instructional practice, according to bell hooks. Also identified are the practical uses of educational leadership in classroom instruction utilizing transgression of the status quo. It is incumbent for educational practitioners to maintain healthy and ethical relationships with their students. As a result, an educator's moral practice is analyzed through the various ethical theories of the common good, social justice, liberation practice, essentialism, feminism, diversity, equity, inclusion, and belonging. From a deontological perspective and as a result of liberation practice, relativism and moral instruction is the way forward to ensure the greater good. Notwithstanding, the field of education must transform to embrace heightened awareness and respect for individuality, equity, and justice. This chapter will utilize the example of Dr. Mary Mcleod Bethune to demonstrate practical applications for transformative leadership in higher education.
TopIntroduction
Teaching to Transgress, Bell Hooks
It is rare that any professor, no matter how eloquent a lecturer, can generate through his or her actions enough excitement to create an exciting classroom. Excitement is generated through collective effort (hooks, 1994, p. 8).
Teaching to Transgress is an educational practice of freedom (hooks, 1994). Likewise, hooks (1994) refers to the exercise of intentional reflection about education practices to improve and provide compassionate education. The goal is to counter subjection practices in educational practices. Moreover, the premise is that current educational practices marginalize students; thus, there is a necessity to make substantial changes in educational applications. Regarding the obstinacy of racism and the different isms that are part of the existing culture, hooks (1994) implores individuals who are advocates to impact educational equity for sustainable change. Furthermore, hooks encouraged those who work as social justice stewards because they may experience alienation and condemnation intended to prevent progress. The power of transgression allows instructors to contextualize their encounters in education and to those endeavoring to adapt to the existing societal framework (Krynski, 2019). Further, the role of educational progressives is to address the need to liberate oneself from systematic racism and abuse within academia. Most appropriately, one should practice this work to improve society locally, regionally, nationally, and globally. Last, transgression is for individuals who seek to inspire youth, students, and educational practitioners alike (Watson et al., 2021). Ultimately, transgression provides a framework for those who challenge the status quo. Further, bell’s theoretical framework of transgression alludes to student social and psychological empowerment reconciled by the relationship between moral instructional methods and organizational commitment to ensure students are treated with dignity and respect.
Figure 1. Transgression Analysis Tool
Key Terms in this Chapter
Teaching to Transgress: Is a method that aims to address one's own commitment and duty to education. It is a method that emboldens instructors and students to take advantage of the lessons of transgression (hooks, 1994).
Transformative Leadership: Transformative leadership implores leaders to inspire and encourage institutional stakeholders in change management and transformative organizational processes. It is important for leaders to provide motivation so that subordinates thrive through change initiatives and maintain daily task obligations. Developing others is a true mark of leadership. Leaders must also embrace change, be open to new paradigms, and communicate vision and ideas to provide a plan for execution (El-Amin & George, 2020).
Bystander Effect: Refers to the decline of helping others in the presence of other people, which has been explained primarily by situational influences on individual decision making (Hortensius & de Gelder, 2018).