Research Summary: Leadership as Epistemic Transformation Toward Justice: Collective Knowledge-Making with Transpacific Liminality

A recent study in Educational Administration Quarterly proposes a theoretical framework for educational leadership, conceptualizing it as 'epistemic transformation toward justice.' This approach integrates critical dialogue, a transpacific framework, and social emancipatory inquiry, using the empirical context of the Korean American community to examine its implications.

Why it matters

This theoretical perspective redefines leadership beyond administrative functions, framing it as a catalyst for fundamental knowledge transformation aimed at achieving justice. Understanding this approach can inform strategic initiatives to cultivate more equitable and inclusive environments through collective inquiry and critical engagement.

Key insights

• Educational leadership is theorized as an act of epistemic transformation toward justice.
• The theoretical framework interweaves critical dialogue, transpacific liminality, and social emancipatory inquiry.
• The study empirically examines these concepts within the Korean American community context.
• The research contributes to understanding how collective knowledge-making can advance justice in educational settings.

Source

Educational Administration Quarterly — https://journals.sagepub.com/doi/abs/10.1177/0013161X261476244?ai=2b4&mi=ehikzz&af=R