Incorporating Participant Voice in Culturally Responsive Leadership: A Case Study

Autor/in	Levitan, Joseph
Titel	Incorporating Participant Voice in Culturally Responsive Leadership: A Case Study
Quelle	In: Leadership and Policy in Schools, 19 (2020) 3, S.390-406 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levitan, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2019.1585546
Schlagwörter	Case Studies; Culturally Relevant Education; Instructional Leadership; Educational Opportunities; Rural Schools; Secondary School Students; Foreign Countries; Parent Attitudes; Student Attitudes; Educational Development; Educational Practices; American Indian Students; Critical Theory; Bilingual Education; Multicultural Education; Academic Aspiration; Goal Orientation; Peru + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsangebot; Bildungschance; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarschüler; Ausland; Elternverhalten; Schülerverhalten; Bildungsentwicklung; Bildungspraxis; Kritische Theorie; Bilingual teaching; Bilingualer Unterricht; Multikulturelle Erziehung; Zielorientierung; Zielvorstellung
Abstract	This article discusses the promises and complexities of culturally responsive leadership in schools. The study takes place in a rural secondary school in the Peruvian Andes using a participant voice methodology with 146 students and 50 parents. The goal of the study was to ascertain students' and parents' learning goals and aspirations to create responsive educational opportunities. Three major themes emerged from the study, each of which had implications for different theoretical orientations regarding education development. Findings suggest that culturally responsive leadership requires participant-voice practices, and that careful, multi-theory interpretation is necessary to understand participants in school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01