Literaturnachweis - Detailanzeige
| Autor/inn/en | Cheung, Rebecca; Flores, Chuck; Sablo-Sutton, Soraya |
|---|---|
| Titel | Tipping the Balance: Social Justice Leaders Allying with Marginalized Youth to Increase Student Voice and Activism |
| Quelle | In: Educational Leadership and Administration: Teaching and Program Development, 30 (2019), S.1-13 (13 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1064-4474 |
| Schlagwörter | Social Justice; Activism; Student Participation; Disadvantaged Youth; Racial Bias; Power Structure; Transformational Leadership; Administrator Role |
| Abstract | Social justice school leaders can amplify the voices and activism of marginalized students by shifting from hierarchical relationships to working as allies. An ally is commonly defined as a person who is associated with another or others for some common cause or purpose. By transferring Kendall's (2013) concept of "allyship" from racial privilege to leadership, this paper applies this theory through three dimensions: developing a radar, breaking ranks and creating space for student voice, and making intentional strategic moves. Ultimately, the school leaders highlighted in this study are tipping the balance to disrupt hierarchical relationships between leaders and students, in service of marginalized students. (As Provided). |
| Anmerkungen | California Association of Professors of Education Administration. Web site: http://www.capea.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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