This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people. It draws on a range of theorists across these fields internationally, mobilising social exchange and intelligent complex adaptive systems theories to address the key problematic of intergenerational, educational failure.
Ma Rhea establishes the basis for an Indigenous rights approach to the state provision of education to Indigenous peoples that includes recognition of their distinctive economic, linguistic and cultural rights within complex, globalized, postcolonial education systems. The book problematizes the central concept of a partnership between Indigenous people and non-Indigenous school leaders, staff and government policy makers, even as it holds this key concept at its centre. The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education.
Leading and Managing Indigenous Education in the Postcolonial World will be of value to researchers and postgraduate students focusing on Indigenous education, as well as teachers, education administrators and bureaucrats, sociologists of education, Indigenous education specialists, and those in international and comparative education.
Описание: This Handbook is both an authoritative and comprehensive reference work for researchers, and a state-of-the-art compilation of new insights and guidance for practicing educational leaders. It provides essential information for those working in the fields of educational leadership and administration. Since the publication of the first International Handbook of Educational Leadership and Administration, in 1996, governments around the world have undertaken major activities in the realms of school leadership and school improvement. In addition, a growing body of research and writing has advanced the field in the past few years to such an extent that a second International Handbook was needed to capture new insights and developments. This second Handbook: -has a broadly international editorship; -brings together new material and fresh, global insights from 55 well-regarded scholars; -contains 34 chapters organized around six leadership themes; and -adds a great deal of new information to the first Handbook.
Автор: Brasof, Marc. Название: Student voice and school governance : ISBN: 1138084832 ISBN-13(EAN): 9781138084834 Издательство: Taylor&Francis Рейтинг: Цена: 6889.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
While student voice has been well-defined in research, how to sustain youth-adult leadership work is less understood. Students are rarely invited to lead school reform efforts, and when they are, their voice is silenced by the structural arrangements and socio-cultural conditions found in schools. This volume investigates problems with the neoliberal school reform movement, and how youth-adult partnerships have resulted in more effective reforms within schools and community organizations nationally and internationally.
Stemming from an eight-year ethnographic study at a civic-themed public high school, the volume highlights the process of creating a school governance structure which produces active and informed citizens. Made up of executive, legislative and judicial branches, the program gives students the power to make, implement and review school policies and practices-a model that has found to effectively distribute leadership and trigger organizational learning, and is thus at the forefront of civic education.
Описание: In recent years, the issue of race in education in the UK have been submerged in wider discourses of diversity, leading to an invisibility of the quotidian experiences of marginalised peoples in educational institutions. Race, Education and Educational Leadership in England looks at how the experiences of black and ethnic minority (BME) students and academics in education has changed and investigates how the implementation of current policies on race equality are being monitored by the government. The contributors take an integrated approach, looking at issues and themes that occur across all educational phases in England and draw on expertise from within and outside the education system. The editors highlight areas of weakness and good practice in access, curriculum, progression and the lived experience. This book makes a compelling argument for why race equality matters in England’s education system.
Описание: This case book addresses the most topical issues facing school leaders today-including bullying, harassment, inappropriate use of social media, drug use, and school safety.
Описание: This book recognises diverse manifestations of Special Educational Needs, and considers the ways in which robust and purposeful leadership can serve to remove barriers to learning, change existing attitudes and values, motivate staff, and foreground holistic learning opportunities and experiences for all.
Автор: Bonnie Billingsley, Mary Lynn Boscardin, Jean B. Crockett Название: Handbook of leadership and administration for special education ISBN: 0415787157 ISBN-13(EAN): 9780415787154 Издательство: Taylor&Francis Рейтинг: Цена: 16843.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The Handbook of Leadership and Administration for Special Education brings together research informing leadership practice in special education from preschool through transition into post-secondary settings.
Автор: Emily R. Crawford Название: Educational leadership of immigrants ISBN: 0367186276 ISBN-13(EAN): 9780367186272 Издательство: Taylor&Francis Рейтинг: Цена: 6430.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Educational Leadership of Immigrants highlights educational practices and discourses around immigration that intersect with policies and laws, in order to support K-12 students` educational access and families` participation in schooling.
Описание: While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor.The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.
Описание: While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor.The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.
Автор: Brooks, Jeffrey S. Название: Foundations of educational leadership ISBN: 0415709350 ISBN-13(EAN): 9780415709354 Издательство: Taylor&Francis Рейтинг: Цена: 8420.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Foundations of Educational Leadership provides a fresh and research-based perspective on educational leadership, exploring ten specific aspects of `glocalization` in which educational leaders must be literate in order to establish and sustain relevant and useful educational experiences for students in their schools.
Автор: Berman, Diane Linder Connor, David J. Название: Child, a family, a school, a community ISBN: 1433133237 ISBN-13(EAN): 9781433133237 Издательство: Peter Lang Рейтинг: Цена: 16701.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
This book is a true story of one family’s journey into inclusive education. Having previously been told that her son Benny had "failed to function" in two exclusionary special education classrooms in New York City, Berman’s family set off in search of a school where Benny would be accepted for who he was, while having the opportunity to grow and flourish academically, socially, and emotionally alongside his brother, Adam. Connor’s interest was piqued when Berman shared her desire to document the ways in which the new school community had supported Benny throughout the years. Together, they thought, surely other teachers, school and district level administrators, parents of children with and without disabilities, teacher educators, and student teachers, could learn from such a success story?
The result of their collaboration is this book in which Berman skillfully narrates episodes across time, describing ways in which children, teachers, educational assistants, parents, and a principal came to know Benny—developing numerous and often creative ways to include him in their classrooms, school, and community. Connor’s commentaries after each chapter link practice to theory, revealing ways in which much of what the school community seems to "do naturally" is, in fact, highly compatible with a Disability Studies in Education (DSE) approach to inclusive education. By illuminating multiple approaches that have worked to include Benny, the authors invite educators and families to envision further possibilities within their own contexts.
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