- 330 pages
- ePUB (mobile friendly)
- Available on iOS & Android
About This Book
The fifth edition of the best-selling text, Ethical Leadership and Decision Making in Education, continues to address the increasing interest in ethics and assists educational leaders with complex dilemmas in today's challenging, divided, and diverse societies.
Through discussion and analysis, Shapiro and Stefkovich demonstrate the application of four ethical paradigms – the ethics of justice, critique, care, and the profession. After illustrating how the Multiple Ethical Paradigms may be applied to authentic dilemmas, the authors present cases written by graduate students, practitioners, and academics representing dilemmas faced by educational leaders in urban, suburban, and rural public and private schools and universities, in the U.S. and abroad. Following each case are questions that call for thoughtful, complex thinking and help readers apply the Multiple Ethical Paradigms to practical situations.
New in the Fifth Edition are more than ten new cases that cover issues of food insufficiency, the pandemic's effects on diverse school populations, a student's sexual orientation, transgender students in the university, lock-down drills for young children, refugees in a Swedish school, boundaries in high school sports, generational differences in an adult diploma school, acceptance of animals on campus, and hate speech in the academy.
This edition also includes teaching notes for the instructor stressing the importance of self-reflection, use of new technologies, and global appeal of ethical paradigms and dilemmas. This book is a critical resource for aspiring and practicing administrators, teacher leaders, and educational policy makers.
Frequently asked questions
Of all the courses I have taken, at all levels, this course has no boundaries. What I mean is all the materials we have read, the discussions we have had and the lessons I have learned, directly impact all I will study and all I will do.… Ethics courses should not be only for students who are interested in going on to law school or medical school. [They] should be for students who are interested in becoming citizens.… If anyone ever challenges the relevance of a course such as this in an educational leadership curriculum, [he or she is] not an educated individual.
ETHICAL LEADERSHIP IN A COMPLEX AND DIVERSE SOCIETY
I believe that there is strength in diversity. Diverse biological ecosystems are more stable, might this also be true of social systems? How can we prevent institutions from co-opting women and other minorities and instead cherish the diversity they provide? As educators, we must strive to foster diversity as a source of variability enabling our society to adapt and contribute constructively in a rapidly changing world.
It has been my experience that younger women in my classes think this feminist thing is blown out of proportion because they have not faced any of the glass ceilings society can impose. The historical perspective is essential in order that males and females have some basis for challenging themselves and their assumptions with respect to race and gender. Perhaps the humanistic, caring leader is the answer, or at least the best possibility on the horizon. Politics and social reforms have not solved the problem, so educators—with the eventual help of parents—must.
I found myself considering the different feelings that women must go through in considering an issue such as abortion. Even though my own personal belief is one that centers around my religious upbringing, I felt myself struggling with the decisions that had to be made.
I think the effort of finding our voice(s) is going to continue for a long time, and it will also continue along lines of class, race, ethnicity, and other divisiveness; we will in no way speak with almost one voice until the pendulum swings again in the opposite direction. But with each shift, we pick up more and more contentious issues.
I work with a colleague who prides himself on being able to treat all of his students the same way. Regardless of race, economic status, or ability, he claims to have the means to maintain a completely unbiased view on all. After working with him for six years, I have noticed that he does not have this ability. On a regular basis, I see him playing favorites, making exceptions, and generally doing the exact thing he claims he does not do. As an administrator, he cannot afford to be so rigid. There must be some room for partiality. And he shows it (though he would not admit to it) daily. It seems to me that this inability to be impartial grows out of his position and, in fact, would evolve from any position of administration when the interests of minorities and the oppressed have to be served. A 21st Century administrator must be ready to bend, adjust, and, when necessary, show partiality to those he/she serves if equity and justice are to be served.