Convictions of conscience :: how voices from the margins inform public actions and educational leadership /
"Convictions of conscience: How voices from the margins inform public actions and educational leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC :
IAP, Information Age Publishing, Inc.,
[2019]
|
| Schriftenreihe: | Issues in the research, theory, policy, and practice of urban education.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Convictions of conscience: How voices from the margins inform public actions and educational leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically in hegemony. This edited volume promotes the questioning of assumptions embedded in neoliberal new managerialism practices that often undergird the preparation and training of school leaders. New managerialism in higher education seeks to understand the market forces in order to cater to the idiosyncratic, often self-promoting needs and interests of the few and seeks to respond with programs and policies aligned with those forces and interest. This volume suggests that the confluence of context, theory and pedagogical strategies within the field of educational leadership should inform curricular decisions in educational leadership preparation programs and such programs should be designed to prepare school leaders as both activists and advocates for marginalized students, parents, communities, and staff. Convictions of Conscience is a call on educational leaders who are committed to success for all students to reject new managerial approaches at all levels of educational leadership and is an invitation to expand their emphasis to concerns rooted in human context, particularly identity politics. Towards this end a decolonizing philosophically grounded practice of educational leadership that disrupts static relations within the structures of power is required to move toward a more socially just praxis, The chapter authors sought to problematize understandings of diversity and inclusion by emphasizing the integral role of equity and social justice as critical dimensions of human relationships. Additionally chapter authors intentionally interrogated the socio-cultural dimensions that affect educational leaders. The hope is that Convictions of conscience will be a catalyst for educational leaders to examine theory and practice and develop a discourse wherein the mediating impacts of macro and micro contexts between and among conceptions of social justice can be unmasked"-- |
| Beschreibung: | 1 online resource. |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 1641136464 9781641136464 |
Internformat
MARC
| LEADER | 00000cam a22000008i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-on1110659606 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 190717s2019 ncu ob 000 0 eng | ||
| 010 | |a 2019029213 | ||
| 040 | |a DLC |b eng |e rda |c DLC |d OCLCO |d OCLCF |d N$T |d YDX |d CUI |d TXI |d K6U |d OCLCO |d OCLCQ |d OCLCO |d OCLCL | ||
| 020 | |a 1641136464 | ||
| 020 | |a 9781641136464 |q (electronic bk.) | ||
| 020 | |z 9781641136440 |q (paperback) | ||
| 020 | |z 9781641136457 |q (hardcover) | ||
| 035 | |a (OCoLC)1110659606 | ||
| 042 | |a pcc | ||
| 050 | 0 | 0 | |a LB2806 |
| 082 | 7 | |a 371.2 |2 23 | |
| 049 | |a MAIN | ||
| 245 | 0 | 0 | |a Convictions of conscience : |b how voices from the margins inform public actions and educational leadership / |c edited by Brenda J. McMahon and Lisa R. Merriweather, the University of North Carolina at Charlotte. |
| 263 | |a 2001 | ||
| 264 | 1 | |a Charlotte, NC : |b IAP, Information Age Publishing, Inc., |c [2019] | |
| 300 | |a 1 online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b n |2 rdamedia | ||
| 338 | |a online resource |b nc |2 rdacarrier | ||
| 490 | 1 | |a Issues in the research, theory, policy, and practice of urban education | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | 0 | |t Introduction: Decolonizing Educational Leadership for Social Justice / |r Brenda J. McMahon and Lisa R. Merriweather -- |t African American Activism and the Struggle for Educational Achievement and Leadership: A Historical Perspective / |r Brian K. Corpening and William C. Frick -- |t Relational-Cultural Theory: Using Counseling Principles to Cultivate Inclusive Leaders / |r Ami Camp and Sejal Parikh Foxx -- |t Social Justice Relationships: Embracing a Process of Searching and Unfinishedness / |r Juan Manuel Nįo, Encarnaci̤n Garza, Jr., and Amanda Jo Cordova -- |t The Influence of Administrative Leadership on Racial Disparities in School Discipline: A Closer Look at White Male Principals / |r Bettie Ray Butler and Nicholas P. Triplett -- |t Dilemmas and Contradictions: Police on Campus and the Learning Environment / |r Eric M. Feldman and Tonette S. Rocco -- |t Centering Cultural Responsiveness in the Evaluation of Community-Based Education: Towards Genuine Accountability / |r Thomas Archibald, Natalie E. Cook, and Rodney Hopson -- |t Standing With the Demonized: Empowering Gang-Labeled Latino Youth / |r Čsar A. Cruz and Tracey Benson -- |t Learning Through Photo-Essay Creation: Identity of Working-Class Immigrants Kyung-Hwa Kay Yang -- |t The Influence of Neoliberalism and New Managerialism on ESL Programming and Instruction in Community Colleges / |r Raul W. Cantu and Ann K. Brooks -- |t Teachers as Leaders: Accountability Era School Leadership and the Limits of Democratic Participation / |r Jessica Holloway, Jessica Kerr, and Jeffrey Zacharakis. |
| 520 | |a "Convictions of conscience: How voices from the margins inform public actions and educational leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically in hegemony. This edited volume promotes the questioning of assumptions embedded in neoliberal new managerialism practices that often undergird the preparation and training of school leaders. New managerialism in higher education seeks to understand the market forces in order to cater to the idiosyncratic, often self-promoting needs and interests of the few and seeks to respond with programs and policies aligned with those forces and interest. This volume suggests that the confluence of context, theory and pedagogical strategies within the field of educational leadership should inform curricular decisions in educational leadership preparation programs and such programs should be designed to prepare school leaders as both activists and advocates for marginalized students, parents, communities, and staff. Convictions of Conscience is a call on educational leaders who are committed to success for all students to reject new managerial approaches at all levels of educational leadership and is an invitation to expand their emphasis to concerns rooted in human context, particularly identity politics. Towards this end a decolonizing philosophically grounded practice of educational leadership that disrupts static relations within the structures of power is required to move toward a more socially just praxis, The chapter authors sought to problematize understandings of diversity and inclusion by emphasizing the integral role of equity and social justice as critical dimensions of human relationships. Additionally chapter authors intentionally interrogated the socio-cultural dimensions that affect educational leaders. The hope is that Convictions of conscience will be a catalyst for educational leaders to examine theory and practice and develop a discourse wherein the mediating impacts of macro and micro contexts between and among conceptions of social justice can be unmasked"-- |c Provided by publisher. | ||
| 588 | |a Description based on print version record. | ||
| 650 | 0 | |a Educational leadership |x Social aspects. | |
| 650 | 0 | |a Culturally relevant pedagogy. |0 http://id.loc.gov/authorities/subjects/sh2013001908 | |
| 650 | 0 | |a Educational equalization. |0 http://id.loc.gov/authorities/subjects/sh85041121 | |
| 650 | 6 | |a Leadership en éducation |x Aspect social. | |
| 650 | 6 | |a Pédagogie culturellement adaptée. | |
| 650 | 6 | |a Démocratisation de l'enseignement. | |
| 650 | 7 | |a Culturally relevant pedagogy |2 fast | |
| 650 | 7 | |a Educational equalization |2 fast | |
| 650 | 7 | |a Educational leadership |x Social aspects |2 fast | |
| 700 | 1 | |a McMahon, Brenda J., |e editor. |0 http://id.loc.gov/authorities/names/n2006011924 | |
| 700 | 1 | |a Merriweather, Lisa R., |e editor. |0 http://id.loc.gov/authorities/names/n2019042063 | |
| 758 | |i has work: |a Convictions of conscience (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGfQHyGMXJrvQ3fky8P333 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Convictions of conscience |d Charlotte, NC : IAP, Information Age Publishing, Inc., [2019] |z 9781641136440 |w (DLC) 2019029212 |
| 830 | 0 | |a Issues in the research, theory, policy, and practice of urban education. |0 http://id.loc.gov/authorities/names/no2011139121 | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2249389 |3 Volltext |
| 938 | |a YBP Library Services |b YANK |n 301023442 | ||
| 938 | |a EBSCOhost |b EBSC |n 2249389 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1110659606 |
|---|---|
| _version_ | 1816882497357611008 |
| adam_text | |
| any_adam_object | |
| author2 | McMahon, Brenda J. Merriweather, Lisa R. |
| author2_role | edt edt |
| author2_variant | b j m bj bjm l r m lr lrm |
| author_GND | http://id.loc.gov/authorities/names/n2006011924 http://id.loc.gov/authorities/names/n2019042063 |
| author_additional | Brenda J. McMahon and Lisa R. Merriweather -- Brian K. Corpening and William C. Frick -- Ami Camp and Sejal Parikh Foxx -- Juan Manuel Nįo, Encarnaci̤n Garza, Jr., and Amanda Jo Cordova -- Bettie Ray Butler and Nicholas P. Triplett -- Eric M. Feldman and Tonette S. Rocco -- Thomas Archibald, Natalie E. Cook, and Rodney Hopson -- Čsar A. Cruz and Tracey Benson -- Raul W. Cantu and Ann K. Brooks -- Jessica Holloway, Jessica Kerr, and Jeffrey Zacharakis. |
| author_facet | McMahon, Brenda J. Merriweather, Lisa R. |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB2806 |
| callnumber-raw | LB2806 |
| callnumber-search | LB2806 |
| callnumber-sort | LB 42806 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Introduction: Decolonizing Educational Leadership for Social Justice / African American Activism and the Struggle for Educational Achievement and Leadership: A Historical Perspective / Relational-Cultural Theory: Using Counseling Principles to Cultivate Inclusive Leaders / Social Justice Relationships: Embracing a Process of Searching and Unfinishedness / The Influence of Administrative Leadership on Racial Disparities in School Discipline: A Closer Look at White Male Principals / Dilemmas and Contradictions: Police on Campus and the Learning Environment / Centering Cultural Responsiveness in the Evaluation of Community-Based Education: Towards Genuine Accountability / Standing With the Demonized: Empowering Gang-Labeled Latino Youth / Learning Through Photo-Essay Creation: Identity of Working-Class Immigrants Kyung-Hwa Kay Yang -- The Influence of Neoliberalism and New Managerialism on ESL Programming and Instruction in Community Colleges / Teachers as Leaders: Accountability Era School Leadership and the Limits of Democratic Participation / |
| ctrlnum | (OCoLC)1110659606 |
| dewey-full | 371.2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2 |
| dewey-search | 371.2 |
| dewey-sort | 3371.2 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>06641cam a22005898i 4500</leader><controlfield tag="001">ZDB-4-EBA-on1110659606</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |||||||||||</controlfield><controlfield tag="008">190717s2019 ncu ob 000 0 eng </controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a"> 2019029213</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DLC</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="c">DLC</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCF</subfield><subfield code="d">N$T</subfield><subfield code="d">YDX</subfield><subfield code="d">CUI</subfield><subfield code="d">TXI</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1641136464</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781641136464</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781641136440</subfield><subfield code="q">(paperback)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781641136457</subfield><subfield code="q">(hardcover)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1110659606</subfield></datafield><datafield tag="042" ind1=" " ind2=" "><subfield code="a">pcc</subfield></datafield><datafield tag="050" ind1="0" ind2="0"><subfield code="a">LB2806</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">371.2</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Convictions of conscience :</subfield><subfield code="b">how voices from the margins inform public actions and educational leadership /</subfield><subfield code="c">edited by Brenda J. McMahon and Lisa R. Merriweather, the University of North Carolina at Charlotte.</subfield></datafield><datafield tag="263" ind1=" " ind2=" "><subfield code="a">2001</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Charlotte, NC :</subfield><subfield code="b">IAP, Information Age Publishing, Inc.,</subfield><subfield code="c">[2019]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Issues in the research, theory, policy, and practice of urban education</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="t">Introduction: Decolonizing Educational Leadership for Social Justice /</subfield><subfield code="r">Brenda J. McMahon and Lisa R. Merriweather --</subfield><subfield code="t">African American Activism and the Struggle for Educational Achievement and Leadership: A Historical Perspective /</subfield><subfield code="r">Brian K. Corpening and William C. Frick --</subfield><subfield code="t">Relational-Cultural Theory: Using Counseling Principles to Cultivate Inclusive Leaders /</subfield><subfield code="r">Ami Camp and Sejal Parikh Foxx --</subfield><subfield code="t">Social Justice Relationships: Embracing a Process of Searching and Unfinishedness /</subfield><subfield code="r">Juan Manuel Nįo, Encarnaci̤n Garza, Jr., and Amanda Jo Cordova --</subfield><subfield code="t">The Influence of Administrative Leadership on Racial Disparities in School Discipline: A Closer Look at White Male Principals /</subfield><subfield code="r">Bettie Ray Butler and Nicholas P. Triplett --</subfield><subfield code="t">Dilemmas and Contradictions: Police on Campus and the Learning Environment /</subfield><subfield code="r">Eric M. Feldman and Tonette S. Rocco --</subfield><subfield code="t">Centering Cultural Responsiveness in the Evaluation of Community-Based Education: Towards Genuine Accountability /</subfield><subfield code="r">Thomas Archibald, Natalie E. Cook, and Rodney Hopson --</subfield><subfield code="t">Standing With the Demonized: Empowering Gang-Labeled Latino Youth /</subfield><subfield code="r">Čsar A. Cruz and Tracey Benson --</subfield><subfield code="t">Learning Through Photo-Essay Creation: Identity of Working-Class Immigrants Kyung-Hwa Kay Yang --</subfield><subfield code="t">The Influence of Neoliberalism and New Managerialism on ESL Programming and Instruction in Community Colleges /</subfield><subfield code="r">Raul W. Cantu and Ann K. Brooks --</subfield><subfield code="t">Teachers as Leaders: Accountability Era School Leadership and the Limits of Democratic Participation /</subfield><subfield code="r">Jessica Holloway, Jessica Kerr, and Jeffrey Zacharakis.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">"Convictions of conscience: How voices from the margins inform public actions and educational leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically in hegemony. This edited volume promotes the questioning of assumptions embedded in neoliberal new managerialism practices that often undergird the preparation and training of school leaders. New managerialism in higher education seeks to understand the market forces in order to cater to the idiosyncratic, often self-promoting needs and interests of the few and seeks to respond with programs and policies aligned with those forces and interest. This volume suggests that the confluence of context, theory and pedagogical strategies within the field of educational leadership should inform curricular decisions in educational leadership preparation programs and such programs should be designed to prepare school leaders as both activists and advocates for marginalized students, parents, communities, and staff. Convictions of Conscience is a call on educational leaders who are committed to success for all students to reject new managerial approaches at all levels of educational leadership and is an invitation to expand their emphasis to concerns rooted in human context, particularly identity politics. Towards this end a decolonizing philosophically grounded practice of educational leadership that disrupts static relations within the structures of power is required to move toward a more socially just praxis, The chapter authors sought to problematize understandings of diversity and inclusion by emphasizing the integral role of equity and social justice as critical dimensions of human relationships. Additionally chapter authors intentionally interrogated the socio-cultural dimensions that affect educational leaders. The hope is that Convictions of conscience will be a catalyst for educational leaders to examine theory and practice and develop a discourse wherein the mediating impacts of macro and micro contexts between and among conceptions of social justice can be unmasked"--</subfield><subfield code="c">Provided by publisher.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on print version record.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Educational leadership</subfield><subfield code="x">Social aspects.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Culturally relevant pedagogy.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh2013001908</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Educational equalization.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85041121</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Leadership en éducation</subfield><subfield code="x">Aspect social.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Pédagogie culturellement adaptée.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Démocratisation de l'enseignement.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Culturally relevant pedagogy</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Educational equalization</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Educational leadership</subfield><subfield code="x">Social aspects</subfield><subfield code="2">fast</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">McMahon, Brenda J.,</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2006011924</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Merriweather, Lisa R.,</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2019042063</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Convictions of conscience (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCGfQHyGMXJrvQ3fky8P333</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Convictions of conscience</subfield><subfield code="d">Charlotte, NC : IAP, Information Age Publishing, Inc., [2019]</subfield><subfield code="z">9781641136440</subfield><subfield code="w">(DLC) 2019029212</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Issues in the research, theory, policy, and practice of urban education.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2011139121</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2249389</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">301023442</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">2249389</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-4-EBA-on1110659606 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:29:33Z |
| institution | BVB |
| isbn | 1641136464 9781641136464 |
| language | English |
| lccn | 2019029213 |
| oclc_num | 1110659606 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource. |
| psigel | ZDB-4-EBA |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | IAP, Information Age Publishing, Inc., |
| record_format | marc |
| series | Issues in the research, theory, policy, and practice of urban education. |
| series2 | Issues in the research, theory, policy, and practice of urban education |
| spelling | Convictions of conscience : how voices from the margins inform public actions and educational leadership / edited by Brenda J. McMahon and Lisa R. Merriweather, the University of North Carolina at Charlotte. 2001 Charlotte, NC : IAP, Information Age Publishing, Inc., [2019] 1 online resource. text txt rdacontent computer n rdamedia online resource nc rdacarrier Issues in the research, theory, policy, and practice of urban education Includes bibliographical references. Introduction: Decolonizing Educational Leadership for Social Justice / Brenda J. McMahon and Lisa R. Merriweather -- African American Activism and the Struggle for Educational Achievement and Leadership: A Historical Perspective / Brian K. Corpening and William C. Frick -- Relational-Cultural Theory: Using Counseling Principles to Cultivate Inclusive Leaders / Ami Camp and Sejal Parikh Foxx -- Social Justice Relationships: Embracing a Process of Searching and Unfinishedness / Juan Manuel Nįo, Encarnaci̤n Garza, Jr., and Amanda Jo Cordova -- The Influence of Administrative Leadership on Racial Disparities in School Discipline: A Closer Look at White Male Principals / Bettie Ray Butler and Nicholas P. Triplett -- Dilemmas and Contradictions: Police on Campus and the Learning Environment / Eric M. Feldman and Tonette S. Rocco -- Centering Cultural Responsiveness in the Evaluation of Community-Based Education: Towards Genuine Accountability / Thomas Archibald, Natalie E. Cook, and Rodney Hopson -- Standing With the Demonized: Empowering Gang-Labeled Latino Youth / Čsar A. Cruz and Tracey Benson -- Learning Through Photo-Essay Creation: Identity of Working-Class Immigrants Kyung-Hwa Kay Yang -- The Influence of Neoliberalism and New Managerialism on ESL Programming and Instruction in Community Colleges / Raul W. Cantu and Ann K. Brooks -- Teachers as Leaders: Accountability Era School Leadership and the Limits of Democratic Participation / Jessica Holloway, Jessica Kerr, and Jeffrey Zacharakis. "Convictions of conscience: How voices from the margins inform public actions and educational leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically in hegemony. This edited volume promotes the questioning of assumptions embedded in neoliberal new managerialism practices that often undergird the preparation and training of school leaders. New managerialism in higher education seeks to understand the market forces in order to cater to the idiosyncratic, often self-promoting needs and interests of the few and seeks to respond with programs and policies aligned with those forces and interest. This volume suggests that the confluence of context, theory and pedagogical strategies within the field of educational leadership should inform curricular decisions in educational leadership preparation programs and such programs should be designed to prepare school leaders as both activists and advocates for marginalized students, parents, communities, and staff. Convictions of Conscience is a call on educational leaders who are committed to success for all students to reject new managerial approaches at all levels of educational leadership and is an invitation to expand their emphasis to concerns rooted in human context, particularly identity politics. Towards this end a decolonizing philosophically grounded practice of educational leadership that disrupts static relations within the structures of power is required to move toward a more socially just praxis, The chapter authors sought to problematize understandings of diversity and inclusion by emphasizing the integral role of equity and social justice as critical dimensions of human relationships. Additionally chapter authors intentionally interrogated the socio-cultural dimensions that affect educational leaders. The hope is that Convictions of conscience will be a catalyst for educational leaders to examine theory and practice and develop a discourse wherein the mediating impacts of macro and micro contexts between and among conceptions of social justice can be unmasked"-- Provided by publisher. Description based on print version record. Educational leadership Social aspects. Culturally relevant pedagogy. http://id.loc.gov/authorities/subjects/sh2013001908 Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Leadership en éducation Aspect social. Pédagogie culturellement adaptée. Démocratisation de l'enseignement. Culturally relevant pedagogy fast Educational equalization fast Educational leadership Social aspects fast McMahon, Brenda J., editor. http://id.loc.gov/authorities/names/n2006011924 Merriweather, Lisa R., editor. http://id.loc.gov/authorities/names/n2019042063 has work: Convictions of conscience (Text) https://id.oclc.org/worldcat/entity/E39PCGfQHyGMXJrvQ3fky8P333 https://id.oclc.org/worldcat/ontology/hasWork Print version: Convictions of conscience Charlotte, NC : IAP, Information Age Publishing, Inc., [2019] 9781641136440 (DLC) 2019029212 Issues in the research, theory, policy, and practice of urban education. http://id.loc.gov/authorities/names/no2011139121 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2249389 Volltext |
| spellingShingle | Convictions of conscience : how voices from the margins inform public actions and educational leadership / Issues in the research, theory, policy, and practice of urban education. Introduction: Decolonizing Educational Leadership for Social Justice / African American Activism and the Struggle for Educational Achievement and Leadership: A Historical Perspective / Relational-Cultural Theory: Using Counseling Principles to Cultivate Inclusive Leaders / Social Justice Relationships: Embracing a Process of Searching and Unfinishedness / The Influence of Administrative Leadership on Racial Disparities in School Discipline: A Closer Look at White Male Principals / Dilemmas and Contradictions: Police on Campus and the Learning Environment / Centering Cultural Responsiveness in the Evaluation of Community-Based Education: Towards Genuine Accountability / Standing With the Demonized: Empowering Gang-Labeled Latino Youth / Learning Through Photo-Essay Creation: Identity of Working-Class Immigrants Kyung-Hwa Kay Yang -- The Influence of Neoliberalism and New Managerialism on ESL Programming and Instruction in Community Colleges / Teachers as Leaders: Accountability Era School Leadership and the Limits of Democratic Participation / Educational leadership Social aspects. Culturally relevant pedagogy. http://id.loc.gov/authorities/subjects/sh2013001908 Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Leadership en éducation Aspect social. Pédagogie culturellement adaptée. Démocratisation de l'enseignement. Culturally relevant pedagogy fast Educational equalization fast Educational leadership Social aspects fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2013001908 http://id.loc.gov/authorities/subjects/sh85041121 |
| title | Convictions of conscience : how voices from the margins inform public actions and educational leadership / |
| title_alt | Introduction: Decolonizing Educational Leadership for Social Justice / African American Activism and the Struggle for Educational Achievement and Leadership: A Historical Perspective / Relational-Cultural Theory: Using Counseling Principles to Cultivate Inclusive Leaders / Social Justice Relationships: Embracing a Process of Searching and Unfinishedness / The Influence of Administrative Leadership on Racial Disparities in School Discipline: A Closer Look at White Male Principals / Dilemmas and Contradictions: Police on Campus and the Learning Environment / Centering Cultural Responsiveness in the Evaluation of Community-Based Education: Towards Genuine Accountability / Standing With the Demonized: Empowering Gang-Labeled Latino Youth / Learning Through Photo-Essay Creation: Identity of Working-Class Immigrants Kyung-Hwa Kay Yang -- The Influence of Neoliberalism and New Managerialism on ESL Programming and Instruction in Community Colleges / Teachers as Leaders: Accountability Era School Leadership and the Limits of Democratic Participation / |
| title_auth | Convictions of conscience : how voices from the margins inform public actions and educational leadership / |
| title_exact_search | Convictions of conscience : how voices from the margins inform public actions and educational leadership / |
| title_full | Convictions of conscience : how voices from the margins inform public actions and educational leadership / edited by Brenda J. McMahon and Lisa R. Merriweather, the University of North Carolina at Charlotte. |
| title_fullStr | Convictions of conscience : how voices from the margins inform public actions and educational leadership / edited by Brenda J. McMahon and Lisa R. Merriweather, the University of North Carolina at Charlotte. |
| title_full_unstemmed | Convictions of conscience : how voices from the margins inform public actions and educational leadership / edited by Brenda J. McMahon and Lisa R. Merriweather, the University of North Carolina at Charlotte. |
| title_short | Convictions of conscience : |
| title_sort | convictions of conscience how voices from the margins inform public actions and educational leadership |
| title_sub | how voices from the margins inform public actions and educational leadership / |
| topic | Educational leadership Social aspects. Culturally relevant pedagogy. http://id.loc.gov/authorities/subjects/sh2013001908 Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Leadership en éducation Aspect social. Pédagogie culturellement adaptée. Démocratisation de l'enseignement. Culturally relevant pedagogy fast Educational equalization fast Educational leadership Social aspects fast |
| topic_facet | Educational leadership Social aspects. Culturally relevant pedagogy. Educational equalization. Leadership en éducation Aspect social. Pédagogie culturellement adaptée. Démocratisation de l'enseignement. Culturally relevant pedagogy Educational equalization Educational leadership Social aspects |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2249389 |
| work_keys_str_mv | AT mcmahonbrendaj convictionsofconsciencehowvoicesfromthemarginsinformpublicactionsandeducationalleadership AT merriweatherlisar convictionsofconsciencehowvoicesfromthemarginsinformpublicactionsandeducationalleadership |