Leadership for Democratic Community in Schools

Furman, Gail C.; Starratt, Robert J.

doi:10.1111/j.1744-7984.2002.tb00006.x

Cited by 56 publications

(29 citation statements)

References 17 publications

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“…Their interest in students' success began with developing an authentic relationship between themselves as school leaders and their students (Bascia and Young 2001;Furman and Starratt 2002;Jean-Marie 2005). Recognizing that they were in a position to make a difference, these principals were guided by a vision for young people that focused on developing students' talents and gifts to contribute to their community and society (Noguera 2003).…”

Section: Discussionmentioning

confidence: 99%

Leadership for Social Justice: An Agenda for 21st Century Schools

Jean‐Marie

2008

The Educational Forum

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The shift in the demographic data highlights the growth in minority, second language learner, and economically disadvantaged student populations that traditionally have been underserved in public schools (Marshall and Oliva 2006). The purpose of this discussion is to explore the leadership praxis of four female secondary school leaders faced with challenges of social justice, democracy, and equity in their schools. The principals could be characterized as stewards of social justice in their school communities.

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Section: Discussionmentioning

confidence: 99%

Leadership for Social Justice: An Agenda for 21st Century Schools

Jean‐Marie

2008

The Educational Forum

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“…In line with this understanding, Beane and Apple (1999);Furman and Starrat (2002) and Woods (2005) describe the central concerns of democratic schools as: (1) the open flow of ideas that enables people to be as fully informed as possible, (2) the use of critical reflection and analysis to evaluate ideas, problems, and policies, (3) the welfare of others and the common good and (4) concern for the dignity and rights of individuals and minorities. This is the brief interpretation of ethical accountability.…”

Section: Participationmentioning

confidence: 66%

Leadership for creativity

Moos

2014

International Journal of Leadership in Education

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Educational systems, schools and school leaders are caught in the global crossfire between two sets of political expectations: students' academic outcomes must be at the top of league tables, and students must acquire excellent innovative and creative competencies. It is timely to reflect on the effect of this dilemma. We need to find out if basic skills and knowledge, needed for the tests, are taught and learned in the same ways as creativity competencies. This encompasses reflections on learning and teaching in our schools. But forming the context for this are the ways education is organized in schools, so there is a need to develop a comprehensive perspective on school development in contemporary societies. Empirical case study data from successful Danish schools is analysed in order to find out if there is any room for manoeuvre among managers and teachers, and thus for constructing school life in ways that support the students in acquiring both democratic and creative competencies and academic competencies.Lejf Moos is a professor in the . He has for many years taught and studied education, school development and school leadership in Danish and international research projects, like the International Successful School Principal Project. On the basis of the research, he has produced a number of books and journal articles in Danish and in English. He is also the president of the 'European Educational Research.

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“…Besides the opportunity for action or participation, the most important concepts related to democracy are the critique and diversity, because they give a more precise direction to the concept of participatory and deliberative democracy. In line with this understanding, Beane and Apple (1999), Furman and Starrat (2002), and Woods (2005) describe the central concerns of democratic schools as: (1) the open flow of ideas that enables people to be as fully informed as possible, (2) the use of critical reflec-tion and analysis to evaluate ideas, problems and policies, (3) the welfare of others and the common good and (4) concern for the dignity and rights of individuals and minorities.…”

Section: Democratic Bildung For Deliberation: the Core Of Education Amentioning

confidence: 73%

Neo-liberal Governance Leads Education and Educational Leadership Astray

Moos

2017

Bridging Educational Leadership, Curriculum Theory and Didaktik

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The neo-liberal move to depoliticise and deregulate governance of public sectors by transferring them to the technocratic and administrative marketplace management endangers the political and democratic processes at all levels. It influences education and educational leadership at their very core: the purpose of education is shifting from intending to raise autonomous and critical participants in democracies, to aiming to produce an affirmative and employable workforce. This chapter analyses current developments in politics, administration and governance at state, municipal and institutional levels from a democratic perspective, and discusses concepts and practices of education and educational leadership with these same views. Two paradigms are described, in order to find the core of both kinds of theories: an outcomes-oriented, and a participation-oriented perspective. From a normative, democratic, viewpoint, it is argued that the core of each should be noncoercive relationships, developing deliberative practices in contemporary contexts is the main perspective in the chapter.

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Leadership for Democratic Community in Schools

Cited by 56 publications

References 17 publications

Leadership for Social Justice: An Agenda for 21st Century Schools

Leadership for Social Justice: An Agenda for 21st Century Schools

Leadership for creativity

Neo-liberal Governance Leads Education and Educational Leadership Astray

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