Journal of Curriculum, Teaching, Learning and Leadership in Education


This article describes an experience originating in the College of Education to explore a process for the college’s social justice efforts to lead and guide administration, faculty, and staff in their day-to-day decision-making. This educational process examined in the article was introduced through the College of Education’s Diversity and Inclusion Committee to engage administration, faculty, and staff in using their various perspectives focused on social justice to help them shift the college's current paradigm from understanding to action. The authors incorporated a conceptual framework as the foundation to develop the collaborative process to engage education professionals in gaining a greater consciousness of their social justice role. It is important for higher education professionals to recognize that as representatives of many cultures and experiences that they influence the social, economic, political, and work environments (SAMHSA, 2001) on campus. It is their responsibility to be adaptable using their intelligence, emotional, and social justice quotient lenses to meet the needs of all stakeholders.



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