Empowering students for social justice through a critical pedagogy inspired framework of servant leadership

Abstract

In this paper, servant leadership and critical pedagogy are amalgamated to explore how aspirations for a greater measure of social justice may be addressed within higher education. A preliminary framework is proposed based on three concepts from critical pedagogy: trust, dialogue, and empowerment. In-depth discussion precipitates valuable insights into plausible lessons from a critical pedagogy-inspired framework of servant teaching. This conceptual framework could serve as a guide for teachers who might want to address some of the social purposes of higher education by drawing both on a service-oriented and altruistic educational theory and leadership style.