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Author: Allan Michel Jales Coutinho
Publisher: Routledge
ISBN: 100058044X
Category : Education
Languages : en
Pages : 213
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Book Description
This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientização to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, policy, and practice. The author purposefully connects methods and concepts from curriculum, social studies and the arts, and offers insights into identity formation, social position, and social transformation. As such, Jales Coutinho presents an opportunity for curricularists to evaluate the connections between their lives and their work within and across mutually-constitutive discursive and material contexts, and critically analyze their agency, their relational encounters, and their position as changemakers within unjust social realities. Focusing on the intersection of curriculum theory with educational policy and leadership, the text calls for a mutual "becoming conscious" to illustrate how this can affect a paradigmatic shift toward social justice education, lived curriculum, and emancipatory pedagogy. With the potential to expand and set the tone for a long-standing curriculum conversation for curriculum theorists, educational leaders and policymakers concerning the contours and dimensions of our work in schools, research institutions, and policy circles, it crucially asks: what does it mean to engage in the complicated conversation of curriculum work in a post-reconceptualist era?
Author: Allan Michel Jales Coutinho
Publisher: Routledge
ISBN: 100058044X
Category : Education
Languages : en
Pages : 213
Get Book
Book Description
This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientização to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, policy, and practice. The author purposefully connects methods and concepts from curriculum, social studies and the arts, and offers insights into identity formation, social position, and social transformation. As such, Jales Coutinho presents an opportunity for curricularists to evaluate the connections between their lives and their work within and across mutually-constitutive discursive and material contexts, and critically analyze their agency, their relational encounters, and their position as changemakers within unjust social realities. Focusing on the intersection of curriculum theory with educational policy and leadership, the text calls for a mutual "becoming conscious" to illustrate how this can affect a paradigmatic shift toward social justice education, lived curriculum, and emancipatory pedagogy. With the potential to expand and set the tone for a long-standing curriculum conversation for curriculum theorists, educational leaders and policymakers concerning the contours and dimensions of our work in schools, research institutions, and policy circles, it crucially asks: what does it mean to engage in the complicated conversation of curriculum work in a post-reconceptualist era?
Author: Allan Michel Jales Coutinho
Publisher: Taylor & Francis
ISBN: 1000881520
Category : Education
Languages : en
Pages : 124
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Book Description
By employing the autobiographical method of currere and bifocalization, this book sheds light on the significance of love and the ethics of caregiving as means to transform curriculum studies into a post-reconceptualist and collective endeavor. Advancing an understanding of curriculum as a "collective public moral enterprise," it critically asks whether we can build a world where love is not negotiated, but only proliferated. Through the creation of short and interconnected autobiographical narratives about the meanings of love, the author provides pivotal insights for curricularists who labor in conflicting and paradoxical contexts. As such, the book seeks to demonstrate how the labor of "love fortification" may be accomplished in a world of agonistic, antagonistic, and competitive becoming(s). Highlighting the role of caregiving, this book questions the role of evaluations in post-reconceptualization and provides insights for educators and policymakers on how to promote "actualization" and reconciliation in schools in contexts across the global-north and -south. Engaging with a long scholarly tradition that ultimately seeks to understand the meanings of love in our lives and in our work, supporting the "historization" of the field of curriculum, and with an international focus, this book will appeal to scholars and students with interests in curriculum studies and curriculum theory.
Author: Pamela S. Angelle
Publisher: IAP
ISBN: 1681238756
Category : Education
Languages : en
Pages : 357
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Book Description
Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders. The research contained in this book seeks to enhance our understanding of school leaders’ actions as they work to promote socially just practices and/or outcomes in a range of different national contexts. The unique nature of this research is that studies took place in numerous schools across the globe in a variety of contexts yet utilized the same research protocols. This has allowed the researchers to draw conclusions at an international level about social justice decision making, the supports and barriers brought on school leaders by national policy and mandates, and the essential nature of context in the work of social justice leadership. The audience will include scholars on a global scale, given that cases in the book include authors and principals from around the world. The book can also serve as a text for leadership preparation courses as well as courses in social justice, research design, and qualitative research methodologies. Courses in human relations and communication can use the content as examples of the negotiations and challenges of teamwork in international settings. A primary audience for the book is system/school level leaders in contexts and communities throughout the world for understanding comparative leadership and social justice decision making. Current principals will find the cases useful as reflexive tools for their own work. Educational leaders, educational reformers, and policy makers will benefit from this book as they seek to understand the impact of their work and its influence on promoting equity in schools across the globe.
Author: Thomas S. Poetter
Publisher:
ISBN: 9781793520760
Category :
Languages : en
Pages : 316
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Book Description
Developed to help educators become leaders for critical social justice, the anthology Teacher Leadership for Social Justice: Building a Curriculum for Liberation blends teacher reflection with social justice and policy to position teachers as active leaders in interdisciplinary curriculum development. The readings in Section I center on critical reflection, identity, and frameworks that help students find an appropriate balance between formal learning techniques and critical reflection of praxis. Section II examines the impact of social justice issues on schools. Section III explores issues in educational policy through both historical and contemporary lenses. The selections in Section IV provide students with examples of teachers and systems working in meaningful ways towards critical social justice. The second edition features all new readings that reflect timely and important matters related to social justice. Topics include the complex and intersectional nature of identity, misconceptions about poor children, religious diversity and the problem with winter holidays, transgender students, teaching history and social studies, the #BlackLivesMatter movement, and more. Teacher Leadership for Social Justice effectively positions teachers as change agents within schools and the educational system as a whole. It is an ideal text for preparing pre-service or new teachers and can be used in classes on curriculum development, multiculturalism, and social justice.
Author: Catherine Marshall
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 356
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Book Description
This reader on key issues in Social Justice is written by well-known experts in the area and edited by the leading authorities in the field. The book is divided into 3 distinct parts: Re-defining Leadership for Social Justice; Preparing Social Justice Leaders; and Next Steps, to mobilize to action as well as to make information accessible and useful. This book challenges leaders, educators and researchers to be effective advocates for social justice. It demonstrates how the current realities in educational leadership training and in school practices re-create inequities. It provides an array of ways of understanding the effects of exclusionary practices as well as constructive exercises and materials for those who will lead students and staffs to create equitable practices.
Author: Antonio L. Ellis
Publisher: Springer
ISBN: 9463003967
Category : Education
Languages : en
Pages : 206
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Book Description
This book shares the thoughts of mostly North American scholars on many interrelated topics that have not previously been linked in academic research. The focus of the book is the belief that the Ed.D. can prepare highly competent justice-oriented scholars who will be engaged with communities. Among these future leaders, the contributors envision educators who not only lead public schools, but also private foundations, not-for-profit organizations, and community centers. An outstanding feature of this volume is that each chapter highlights existing and emerging issues such as, but not limited to, candidate recruitment and admission policies; program funding, fees, and student expenses; academic support services; faculty recruitment, compensation, evaluation, and promotion models; on-site/on-line instruction, internship policy, opportunities for graduate student employment, publishing, and conference engagement; student supervision protocols; and dissertation and capstone project parameters. In addition, the book explores cultural and socio-political contexts, public/private sector relationships, and the kinds of legislation that frame Ed.D. theory, policy, and practice from a social justice perspective. “At its best, higher education is an indispensable space for spotlighting, challenging, and addressing injustice. This important volume offers us the conceptual, methodological, empirical, and pedagogical tools necessary for understanding the relationship between doctoral education and social justice work. Antonio Ellis has assembled an impressive array of scholars who help us understand the promise and possibility of Ed.D. programs.” – Marc Lamont Hill, Host for the Black Entertainment Network, Contributor for CNN, and Distinguished Professor of African American Studies at Morehouse College “This volume helps to clarify what is meant by social justice in school leadership settings and provides both philosophical and theoretical perspectives as well as strategies and curricular content that can assist in developing a common sense understanding of social justice. The development of a mental frame of reference is critical to being able to transfer that understanding and curricular content into beliefs and practices. As a professor of educational leadership and a college administrator I am most pleased to find a volume that provides perspectives and strategies which can be employed by academicians teaching in leadership programs and practitioners as they lead and prepare others to become leaders.” – Zollie Stevenson, Jr., Associate Vice President for Academic Affairs and Associate Professor, Philander Smith College
Author: Kerri-Lee Krause
Publisher: Taylor & Francis
ISBN: 1000969460
Category : Education
Languages : en
Pages : 236
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Book Description
This is the go-to guide for higher education leaders of learning, teaching and the learner experience. It offers research-enriched, practical insights and case studies, together with a must-have toolkit of strategies for future-focused higher education leaders. Kerri-Lee Krause combines her extensive track record as a senior university executive, award-winning teacher and higher education researcher. Inspired by the disruptive educational opportunities arising from the global COVID-19 pandemic, Krause takes academic and professional staff leaders on a journey through the core capabilities required of successful leaders in a rapidly changing higher education landscape. Key topics include: learner-centred strategy co-design; collaborative strategy implementation with learners at the heart; leading curriculum innovation and renewal; partnering with learners for engagement and success; collegial academic and professional staff capability-building and leadership development; coming to terms with educational policy development and quality work; shaping learner-centred cultures; and leading with integrity in higher education. As universities and higher education providers look for ways to rebuild in the wake of a global pandemic, capable, courageous, learner-centred leadership matters more than ever. This readable, intellectually rich and practical book is for current and aspiring higher education leaders who have a passion for effective leadership with learners at the heart.
Author: Christa Boske
Publisher: Emerald Group Publishing
ISBN: 1780522789
Category : Education
Languages : en
Pages : 270
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Book Description
Global Leadership for Social Justice
Author: Anthony H. Normore
Publisher: IAP
ISBN: 1607529025
Category : Social Science
Languages : en
Pages : 329
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Book Description
The purpose of this book series is to promote research on educational leadership for social justice. Specifically, we seek edited volumes, textbooks, and full!length studies focused on research that explores the ways educational leadership preparation and practice can be a means of addressing equity concerns throughout P-20 education. Within this book Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry and Reflective Practice the contributors provide a variety of rich perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs. These designs reiterate the importance of bridging theory and practice while simultaneously producing significant research and scholarship in the field. Collectively, the authors seek to give voice to empowering, social justice-focused research—an area that continues to garner much interest in the areas of educational leadership research, teaching, and learning. In conjunction with the “theme” of this issue, the chapters offer research from an American perspective and offer suggestions, and implications for the field of educational leadership on both a national and international level. The collection contributes to research, theory and practice in educational and community settings.
Author: Denise E. Armstrong
Publisher: IAP
ISBN: 168123226X
Category : Education
Languages : en
Pages : 295
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Book Description
This edited collection of chapters from invited scholars, explores issues of social justice and micropolitics in educational institutions. More specifically, it examines the ways in which social justice workers navigate, or can navigate, (micro) political systems in their quest to promote social justice. Issues of social justice and micropolitics are particularly important in this day and age as standardizing regimes and polarizing forces continue to erode the already perilous condition of the traditionally disadvantaged. While social justice workers make it a point to acknowledge the plight of the less fortunate, their well-meaning attempts to take action are not always successful. This requires that they acknowledge the realities of the micropolitical environments in which they work, and to take action in these arenas if they are to achieve their social justice goals. The title of the book, Working (With/out) the System, draws attention to the ways in which social justice workers/leaders (teachers, administrators, students, community members) navigate educational institutions and the wider social systems that are not always hospitable to changes that promote social justice. This volume describes the prospects, possibilities and actual practice of working with, working without, and working outside of educational organizations to promote social justice. Among other topics, the chapters probe: - the manner in which social justice-minded leaders navigate micropolitical environments - the ways in which social justice minded leaders promote and sustain social justice action within systemic contexts - the difficulties and successes that they experience.
