Advocacy and Administration: From Conflict to Collaboration

Autor/in	Zaretsky, Lindy
Titel	Advocacy and Administration: From Conflict to Collaboration
Quelle	In: Journal of Educational Administration, 42 (2004) 2, S.270-286 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578230410525649
Schlagwörter	Conflict; Parent Participation; Disabilities; Parent School Relationship; Ethics; Special Education; Principals; Advocacy; Conflict Resolution; Administrator Role; Parent Role; Special Needs Students; Inclusive Schools; Mainstreaming; Power Structure; Decision Making; Conflict of Interest; Interviews; Participative Decision Making; Cooperative Planning; Elementary Schools; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Konflikt; Elternmitwirkung; Handicap; Behinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ethik; Special needs education; Sonderpädagogik; Sonderschulwesen; Principal; Schulleiter; Sozialanwaltschaft; Conflict solving; Konfliktlösung; Konfliktregelung; Parental role; Elternrolle; Sonderpädagogischer Förderbedarf; Inclusive school; Integrative Schule; Decision-making; Entscheidungsfindung; Interessenkonflikt; Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Ausland; Kanada
Abstract	Reports the findings of a qualitative study investigating the interactions relating to special education between principals and parent advocates. Specifically focuses on variations in perspectives among the principals and parent advocates on disability, special education and inclusion. Places a particular emphasis on exploring the perceived power imbalances in decision-making processes and in incompatibility or conflict among values and interests. Data collected through a series of individual interviews and group dialogues involving both advocates and administrators, reveal how the participants define and manage their respective professional roles as they engage with one another in resolving ethical dilemmas in special education. The findings provide rich illustrations of shared decision-making processes, alternative knowledge and understandings of special education and disability, and more politicized forms of parent involvement. These dialogical interactions also reveal the inequities, power imbalances and politics within organizational arenas that promote conflict. Proposes democratic, critical, and collaborative approaches to interactions as appropriate processes for managing such conflict. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10