Weekend Warriors Unite: Six Women’s Personal and Professional Growth in Social Justice Leadership

Abukar, Sharifa; Ghanbari, Sheena; Nariman, Nahid; Jenkins-Martin, Tracey; Thompson, Pamela; Viaud, Karina M.

doi:10.1080/19407882.2018.1456473

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…as an applied practitioner program” (p. 222). The students organized themselves into a weekly writing group that was initially intended to provide support through the dissertation process but extended more broadly: “Within this community, we validated each other’s personal challenges such as family and health, and equally important, we discussed issues of social justice as they played out in our professional settings of elementary, middle school, and higher education” (Abukar et al , 2018, p. 215). As Rodway et al (2021) aptly note, “people do not function in singular networks; we are constantly operating across multiple networks at any given time” (p.).…”

Section: What Are New Lines Of Intersection and Inquiry With Respect To Plns?mentioning

confidence: 99%

“…For example, a group of six women in the education doctorate program described above formed a professional learning community within the broader PLN provided by the program itself. In an article about their experience, Abukar et al (2018) explain that “doctoral students who organize themselves into a support group implement an important strategy that supports the Ed.D. as an applied practitioner program” (p. 222).…”

Section: What Are New Lines Of Intersection and Inquiry With Respect ...mentioning

confidence: 99%

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Commentary: professional learning networks: insights and future questions

Datnow

2021

JPCC

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I am delighted to have the opportunity to comment on the articles in this thoughtfully curated special issue on professional learning networks (PLNs) and knowledge mobilization co-guest edited by Cindy Poortman and Chris Brown. The articles represent rigorous scholarship by esteemed scholars from across the globe and contribute knowledge that helps to shape thinking on a number of key issues. In this commentary, I draw on the articles to discuss how PLNs are defined and characterized, what it takes to mobilize knowledge within a PLN and how context plays a role within PLNs. These are some of the many areas in which the articles in this special issue provide significant new insights. Next, I use the articles as a launching point to examine some areas that are ripe for further study, as well as some questions for consideration.

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Section: What Are New Lines Of Intersection and Inquiry With Respect To Plns?mentioning

confidence: 99%

Section: What Are New Lines Of Intersection and Inquiry With Respect ...mentioning

confidence: 99%

Commentary: professional learning networks: insights and future questions

Datnow

2021

JPCC

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“…Por esta razón, los directores y directoras han de tener clara su misión, partiendo de una visión de conjunto de la escuela y de la educación (Abukar, Ghanbari, Nariman, Jenkins-Martin, Thompson y Viaud;2018). Ellos, y su equipo, pueden adoptar medidas que promuevan la inclusión y la cohesión de la comunidad escolar, impulsando prácticas que emprendan la Justicia Social (Hernández-Castilla, Euán e Hidalgo, 2013) y la Agenda 2030.…”

Section: El Liderazgo Escolarunclassified

Los objetivos de Desarrollo Sostenible, un reto para la escuela y el liderazgo escolar

2020

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En el contexto actual, se hace necesaria una revisión del concepto de Justicia Social, más allá de la redistribución, el reconocimiento y la representación. Nuevas dimensiones, como la ambiental, cognitiva o universalista ayudan cubrir las tres grandes dimensiones que la ONU se marca como meta para una sociedad justa. La escuela tiene un papel fundamental en la consecución de estas metas, a pesar de que no es suficiente. La investigación sobre Escuelas para la Justicia social, con el objetivo de hacer la educación para cambiar el mundo, busca ahondar en la comprensión de la cultura en las escuelas y las forma de que contribuyan a que conseguir esa justicia. Una conclusión clara de esta investigación es la importancia que tiene un liderazgo sólido. Este liderazgo debe construir la visión y establecer la dirección, desarrollando a las personas, diseñando la organización y administrando el proceso de aprendizaje. Además, debe tener una dimensión crítica para desarrollar las prácticas adecuadas, desarrollando liderazgo transformador. El papel natural de líder recae en la dirección de las escuelas. Varias experiencias demuestran que es importante que los equipos directivos tengan clara cual debe ser la misión de la escuela, desde una visión de conjunto de la escuela y de la justicia. Esta visión la aportan los objetivos de Desarrollo Sostenible de la ONU, dando direccionalidad a la estrategia de los líderes.

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Transitioning from Student to Academic: The Role of Mentorship in the Evolution from Doctoral Student to Assistant Professor

Harris-Pierre

2020

From Student to Scholar

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Weekend Warriors Unite: Six Women’s Personal and Professional Growth in Social Justice Leadership

Cited by 4 publications

References 14 publications

Commentary: professional learning networks: insights and future questions

Commentary: professional learning networks: insights and future questions

Los objetivos de Desarrollo Sostenible, un reto para la escuela y el liderazgo escolar

Transitioning from Student to Academic: The Role of Mentorship in the Evolution from Doctoral Student to Assistant Professor

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