Fostering creativity, equity, and inclusion through social justice praxis

Abstract

The increasing population of culturally and linguistically diverse students in the United States necessitates the use of culturally responsive practices for equitable and inclusive educational systems. This duoethnographic study explores how social justice, equity, and inclusion principles are embedded within our research and teaching in higher education programs for leadership and teacher education. Findings focus on addressing inequities through social justice praxis and the implications emphasise leading, teaching, and learning through creativity, justice, and inclusion.