There is a substantial body of important work that connects
qualitative research and critical pedagogy at the level of
teaching. Much of this literature is geared toward assisting
teachers in becoming non-paternalistic agents of social change in
their own classrooms. However, the connections between research and
practice, from a critical pedagogical perspective, are far less
frequently commented on at the level of policy. This book therefore
seeks to provide educational leaders with a critical pedagogical
approach to assess and reflect on their own work. The book is also
designed to offer teachers and professors intellectual and
practical tools for democratizing the leadership structures to
which they are subjected.
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