Notes from the (Battle)field for Equity in Education

Autor/in	Murtadha, Khaula
Titel	Notes from the (Battle)field for Equity in Education
Quelle	In: Leadership and Policy in Schools, 8 (2009) 3, S.342-354 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Stellungnahme; Equal Education; Educational Change; Public Education; Social Justice; Critical Theory; Transformational Leadership; Racial Bias; Cultural Pluralism; Disadvantaged Environment; Partnerships in Education; Consciousness Raising; Educational Opportunities + Suchen Sie Ihr Suchwort? Bildungsreform; Öffentliche Erziehung; Soziale Gerechtigkeit; Kritische Theorie; Racial discrimination; Rassismus; Kulturpluralismus; Hochschulpartnerschaft; Bewusstseinsbildung; Bildungsangebot; Bildungschance
Abstract	There is a growing public awareness of the national drop-out crisis, but it does not, in the author's view, tell the whole story. It does not call attention to the fact that the most glaring need for new teachers and principals is in high-poverty areas where teaching conditions are the most challenging and where official public support has often been minimal. It does not reflect a concern within the educational community that the mission of public education is being deliberately redirected to private market forces to serve the interests of privilege rather than being allowed to fulfill its historical mission of providing a fair chance for all children. If everyone cares to they can cultivate community literacy and make public the children's educational issues that confront diverse and ever-changing communities, recognizing that the children's concerns effect large numbers of people beyond the schoolhouse walls. The work then becomes collective in that it involves many different parties, some of whom are not in the school setting (e.g., community service organizations, businesses, health and human service providers) and the public scholars engages ongoing dialogue about educational concerns while inviting critical intellectual feedback. The author poses a model that calls for difficult and sustained work on the part of educational leaders. It seeks to more fully engage and develop systems of human caring in and around schools. The author suggests that leaders who are attentive to power and conflict work with their communities, utilize a cultural studies approach that examines decision making and leadership practices, and uncovers societal, institutional, and individual practices. Ethnographic tools can be used to discover, analyze, and reframe educational processes in relation to social formations and political processes. (ERIC).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10