Leadership for Democracy in Challenging Times: Historical Case Studies in the United States and Canada

Autor/inn/en	Johnson, Lauri; Pak, Yoon
Titel	Leadership for Democracy in Challenging Times: Historical Case Studies in the United States and Canada
Quelle	In: Educational Administration Quarterly, 54 (2018) 3, S.439-469 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Lauri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X18761345
Schlagwörter	Case Studies; Democracy; Citizenship Education; Foreign Countries; School Districts; Educational Change; Religion; Prosocial Behavior; Leadership Role; Racial Bias; Multicultural Education; Curriculum Development; Educational History; Archives; Boards of Education; Attitude Change; Propaganda; Networks; School Community Relationship; Faculty Development; Activism; Community Organizations; Advocacy; Cultural Pluralism; Instructional Leadership; Democratic Values; Canada; Massachusetts; California (San Diego) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; School district; Schulbezirk; Bildungsreform; Racial discrimination; Rassismus; Multikulturelle Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Archivwesen; Archiv; Ausschuss; Attitudinal change; Einstellungsänderung; Aktivismus; Politischer Protest; Sozialanwaltschaft; Kulturpluralismus; Instruction; Leadership; Bildung; Erziehung; Führung; Kanada; Master-Studiengang
Abstract	Purpose: This article focuses on the role of school and district leadership in the development and implementation of reform aimed at increasing racial and religious tolerance. It chronicles the rise of intercultural and democratic citizenship curriculum in three North American sites--Springfield, Massachusetts, Kirkland Lake, Ontario, and San Diego, California--during the 1940s. Research Method: Parallel historical case studies were conducted using traditional historical research methods through the analysis of archival documents, school district memos, school board minutes, and contextualization through relevant secondary source literature. Findings: School and district leaders supported curriculum innovation aimed at prejudice reduction and propaganda analysis, networked and collaborated with community organizations, and used foundation funding to support curriculum and professional development for racial and religious inclusion. Implications: These cases highlight the critical role of leadership to support democracy in the development of partnerships between school and district personnel, community activists, and civic foundations; the establishment of advocacy networks across borders; and the "borrowing" of diversity policies from other school districts, which were adapted to their unique community contexts. This historical study has implications for how current school leaders might "lead for democracy" in challenging times. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01