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Convictions of Conscience - How Voices From the Margins Inform Public Actions and Educational Leadership (Paperback)
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Convictions of Conscience - How Voices From the Margins Inform Public Actions and Educational Leadership (Paperback)
Series: Issues in the Research, Theory, Policy, and Practice of Urban Education
Expected to ship within 10 - 15 working days
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Convictions of Conscience: How Voices From the Margins Inform
Public Actions and Educational Leadership seeks to help educational
leaders to develop the competencies and capacities required to
create socially just and equitable schools. It is for educational
leaders interested in transforming systems and decolonizing
education rooted socially, structurally and ideologically in
hegemony. This edited volume promotes the questioning of
assumptions embedded in neoliberal new managerialism practices that
often undergird the preparation and training of school leaders. New
managerialism in higher education seeks to understand the market
forces in order to cater to the idiosyncratic, often self-promoting
needs and interests of the few and seeks to respond with programs
and policies aligned with those forces and interest. This volume
suggests that the confluence of context, theory and pedagogical
strategies within the field of educational leadership should inform
curricular decisions in educational leadership preparation programs
and such programs should be designed to prepare school leaders as
both activists and advocates for marginalized students, parents,
communities, and staff. Convictions of Conscience is a call on
educational leaders who are committed to success for all students
to reject new managerial approaches at all levels of educational
leadership and is an invitation to expand their emphasis to
concerns rooted in human context, particularly identity politics.
Towards this end a decolonizing philosophically grounded practice
of educational leadership that disrupts static relations within the
structures of power is required to move toward a more socially just
praxis. The chapter authors seek to problematize understandings of
diversity and inclusion by emphasizing the integral role of equity
and social justice as critical dimensions of human relationships.
Additionally chapter authors intentionally interrogate the
socio-cultural dimensions that affect educational leaders.
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