부산대학교 도서관

Metaphors are deeply embedded in educational discourse, yet few studies examine how educators use these linguistic devices to conceptualize, articulate, and make sense of their professional practice. This article examines the metaphors that 38 Canadian and American school leaders used to describe how they accomplished their social justice work in complex political environments. Our analysis revealed that while participants used a variety of metaphors to describe how they subverted inequitable practices to achieve their social justice goals, for the most part, their discourse coalesced around war-normalizing metaphors. We explore the nature of these metaphors, how they contradict and cohere with popular educational discourses and ideologies, and their implications for practice. We further discuss how policy makers, practitioners, and professional development programs can employ metaphors as discursive tools to assess and reconceptualize practice and advance social justice leadership. [ABSTRACT FROM AUTHOR]