Preparing School Leaders for School Improvement, Social Justice, and Community

Pounder, Diana G.; Reitzug, Ulrich C.; Young, Michelle D.

doi:10.1111/j.1744-7984.2002.tb00012.x

Cited by 67 publications

(43 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…And, "[r]acism [and sexism] is an anti-democratic force, serving to undermine the full and equal participation of citizens" (Osler, 2006, p. 128). Diverse educational communities Pounder et al (2002) build a comprehensive case to identify those relationships central to school improvement, leadership and professional learning for a more transformatory educational agenda. Their logic is that the focus of leadership should be on the core work of teaching and learning and not the array of administrative tasks that school leaders have accrued due to self-management and multiple reform agendas attached to narrowly defined accountabilities.…”

Section: Diverse Educational Communitiesmentioning

confidence: 99%

Preparing leaders to work with emotions in culturally diverse educational communities

Blackmore

2010

Journal of Educational Administration

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper argues that because leadership is a relational practice and leaders are gendered and racialised, in socially diverse schools and societies, leader preparation around difference is potentially emotionally confronting to leaders' professional and personal identities. Design/methodology/approach -The paper draws on critical race and feminist theoretical perspectives to undertake a review and analysis of current approaches to professional development. Findings -The paper concludes that because there is significant agreement now that leadership is considered to be emotional management work, then leadership learning, if it seeks to change practice, is also emotionally laden. The paper concludes that to develop more reflexive leaders, professional learning should begin with scrutiny of the self as gendered and racialised to consider what that means for "the Other" in terms of leadership in culturally diverse communities and schools.Research limitations/implications -The paper is context specific, largely drawing on Australian data with reference to indigeneity. This is consistent with its theoretical position that leadership is relational and situated. Practical implications -The paper identifies possible strategies that could be undertaken in professional learning forums that address issues of difference. Originality/value -While there are significant issues around professional learning to develop pedagogical practices that address student diversity, there is less theorising around leadership diversity and what that might mean in terms of professional development of leaders.

show abstract

Section: Diverse Educational Communitiesmentioning

confidence: 99%

Preparing leaders to work with emotions in culturally diverse educational communities

Blackmore

2010

Journal of Educational Administration

View full text Add to dashboard Cite

show abstract

“…For educational leadership preparation programmes to promote a social justice orientation, future school leaders need to be provided with opportunities to critically reflect on their values and practices as well as their impact on the community (Scheurich and Skrla 2003). For example, these opportunities may include a range of ideas: participating in field-based inquiry on oppression and discrimination; shadowing successful principals in schools in which social justice is at the centre of learning and leadership; participating in workshops that analyse empirical data about racism and examine stereotypes; facilitating the creation and/or adaptation of an inclusive curriculum at the school level; and developing socially just practices among all individuals within the school community (Pounder et al 2002, Billot et al 2007. In other words, what is needed in educational leadership preparation programmes is to prepare a new type of school leader who is strongly committed to achieving social justice and draws on many fields (e.g.…”

Section: Discussionmentioning

confidence: 99%

Leadership styles and multicultural education approaches: an exploration of their relationship

Zembylas¹,

Iasonos²

2010

International Journal of Leadership in Education

View full text Add to dashboard Cite

“…First, the field of socially-just educational leadership identifies eliminating educational inequities as a central goal (Blackmore 2002;Larson and Murtadha 2002;Pounder et al 2002;Brown 2004;Theoharis 2007;Murtadha and Watts 2005;Campbron-McCabe 2006;Hafner 2006;Marshall and Oliva 2006). Two seminal authors in the history of this field of socially-just educational leadership are Anderson (1990) and Capper (1993Capper ( , 1998.…”

Section: Socially-just Educational Leadershipmentioning

confidence: 98%

How principals cultivate a culture of critical spirituality

Scanlan¹

2011

International Journal of Leadership in Education

View full text Add to dashboard Cite

Preparing School Leaders for School Improvement, Social Justice, and Community

Cited by 67 publications

References 31 publications

Preparing leaders to work with emotions in culturally diverse educational communities

Preparing leaders to work with emotions in culturally diverse educational communities

Leadership styles and multicultural education approaches: an exploration of their relationship

How principals cultivate a culture of critical spirituality

Contact Info

Product

Resources

About