Courageous Conversations about Race, Class, and Gender: Voices and Lessons from the Field

Autor/inn/en	Mansfield, Katherine Cumings; Jean-Marie, Gaëtane
Titel	Courageous Conversations about Race, Class, and Gender: Voices and Lessons from the Field
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 7, S.819-841 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1036950
Schlagwörter	Qualitative Research; Educational Practices; Women Administrators; Secondary Education; Equal Education; Social Justice; Leadership Effectiveness; Leadership Qualities; Beliefs; Educational Change; Academic Achievement; Transformative Learning; Gender Issues; Racial Relations; Student Characteristics; Educational Experience; Ethnography; Interviews; Focus Groups; Student Attitudes; Phenomenology; Principals; Semi Structured Interviews; Administrator Attitudes; Resistance to Change; Capacity Building; Persistence; School Statistics; Data Analysis; Systems Approach; Educational Administration; Best Practices; Change Strategies; Race; Social Class; Advocacy + Suchen Sie Ihr Suchwort? Qualitative Forschung; Bildungspraxis; Weibliche Führungskraft; Sekundarbereich; Soziale Gerechtigkeit; Führungseffizienz; Führungseigenschaft; Belief; Glaube; Bildungsreform; Schulleistung; Pädagogische Transformation; Geschlechterfrage; Bildungserfahrung; Ethnografie; Interviewing; Interviewtechnik; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Principal; Schulleiter; Ausdauer; Auswertung; Systemischer Ansatz; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lösungsstrategie; Rasse; Abstammung; Social classes; Soziale Klasse; Sozialanwaltschaft
Abstract	The purpose of this paper is to present a qualitative secondary analysis of two empirical studies that focused on the leadership practices of female practitioners at the secondary level engaging in discourse and practices to disrupt educational inequities. The guiding research question is, "How do school leaders engage in courageous conversations to: (1) transform beliefs and practices concerning educational inequities, and; (2) engender equity to enhance learning for all students?" Building on Singleton and Linton's (2006) framework on courageous conversations, this study examines how some school leaders break the silence and interrogate educational inequities to improve schools. Findings explicate how conversations amongst practitioners can be the impetus for transformative actions, which in turn, lead to the educational achievement of all students. The voices of participants are magnified and lessons from the field are forwarded. (As Provided).
Anmerkungen	Routledge. Available from: 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	2020/1/01