Beyond the Psyche and Into the Social: How Educational Leaders Embrace Sociological Resilience to Disrupt Systems and Advance Equity

Authors

Jason Le-Reselosa, New York UniversityFollow
Anindya Kundu, Florida International UniversityFollow

Abstract

Oftentimes, educational leaders and stakeholders are encouraged to be “resilient” in an unfair and inequitable education system that is entrenched within our social contexts and spaces. This meaning of resilience is manifested by “pushing” oneself through adversity and the status quo by employing adaptive coping strategies and measures to sustain mental health capacities, even if one could be on the brink of losing control of their sense of self. In this article, we reimagine resilience on how educational leaders from different socioeconomic backgrounds adopt a revolutionary approach to resilience that works in tandem with disrupting systemic issues, rather than remaining adaptive to the status quo. This form of resilience is inherently sociological, extending beyond the limitations of existing concepts of psychological and socio-ecological resilient thinking and mindsets.

Recommended Citation

Le-Reselosa, Jason and Kundu, Anindya (2025) "Beyond the Psyche and Into the Social: How Educational Leaders Embrace Sociological Resilience to Disrupt Systems and Advance Equity," Journal of Educational Leadership in Action: Vol. 9: Iss. 3, Article 2.
DOI: https://doi.org/10.62608/2164-1102.1172
Available at: https://digitalcommons.lindenwood.edu/ela/vol9/iss3/2

Date

January 4th, 2025

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.