Ethical Leadership: Supporting Human Rights and Diversity in Rural Communities

By Rude, Harvey A.; Paolucci-Whitcomb, Phyllis E. et al. | Rural Special Education Quarterly, Fall 2005 | Go to article overview

Ethical Leadership: Supporting Human Rights and Diversity in Rural Communities


Rude, Harvey A., Paolucci-Whitcomb, Phyllis E., Comerford, Susan, Rural Special Education Quarterly


Abstract

The influence of ethical leadership is examined from the perspective of advancing the conditions of human rights and diversity within schools in rural America. The study of ethics is concerned with values and morals that society deems appropriate and/or desirable. The determination of what is "right/wrong" or "good/bad" in the context of rural education settings provides a challenge for all educators who seek to make a difference in the lives of all learners in public education and their families. The authors provide an analysis of the challenges and a set of strategies that guide the development of ethical leadership on behalf of all learners, including those who are significantly disenfranchised from the mainstream of educational systems. The context of rural special education provides significant challenges and promising opportunities to change the conditions of educational practices based on the tenets of transformational leadership.

Have you ever wondered why our technical knowledge is so advanced that we can send people to outer space, while our ability to care for one another and our interpersonal communication skills are so underutilized? Have you thought about how we might wage peace instead of war? Do you question how you might make a more meaningful difference in the lives of the children and adults with whom you work? Has there ever been more need for ethical leadership supporting human rights and diversity? We believe that ethical leadership provides great promise for supporting the unique contributions of each person and the potential to contribute to the connectedness that comes when we join in association to create an inclusive world (McKnight, 1995).

Our purpose in writing this paper is to provide a multidimensional, holistic approach (Nash, 1996, 2002) to thinking about ethics in a way that is both emancipatory and empowering (Manning, 2003). It is our hope that this article will serve as a guide (Northouse, 2004) for responding to ethical issues that arise in educational situations. The rights and responsibilities associated with ethical leadership can and should be used to support human rights and diversity. Obviously, our work is not value-neutral. We admit to being products of our experiences, and therefore biased in many ways. We also proudly acknowledge that we embrace human rights and diversity. We hope that our paper will inspire readers to identify ways (both large and small) in which they can collaborate with others in support of schools and communities grounded in moral purpose that advances the case for human rights and learner diversity.

The Importance of Ethics in Education

The Dalai Lama (1999) reminds us that education is much more than imparting knowledge and skills; it is opening the eyes of students to the needs and rights of others. We believe that human rights can be utilized as a conceptual guide in teaching values. It is imperative that educators at all levels identify and utilize materials about human rights as a foundation for what and how they teach. The development of ethical theory originated with the work of the ancient Greek philosophers Plato (427 B.C.-347 B.C.) and Aristotle (384 B.C-322 B.C), both of whom were concerned with values and principles that guide individuals and society in determining what is right and wrong (Northouse, 2004).

Ethics play a central role in supporting human rights and diversity. A critical re-examination of professional ethics is increasingly important, as the riches that diversity bestows on rural communities also present challenging ethical dilemmas. The landscape of rural America is changing. As growing numbers of refugees and immigrants and other peoples of color have chosen to make their homes in previously and predominantly "white" rural schools and communities, the "world out there" in a global sense has become the "world right here," with extremely complex ethical ambiguity. Many of the ethical beliefs of these new neighbors are groupbased. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Ethical Leadership: Supporting Human Rights and Diversity in Rural Communities
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.