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This book explores the dark side of leadership-those areas of
unethical, unlawful and unconscionable practice in which some
organizational leaders engage. Each chapter addresses a unique
aspect of such practice, and takes on difficult (and often ignored)
topics such as lying, deliberate miscommunication, racism,
corruption, sexism, ageism, greed, abuse of power, and recruiting
and promoting unqualified personnel to leadership positions. The
authors identify organizational issues and problems while also
offering solutions to improve leadership practices that prevent
interpersonal, organizational, and institutional toxicity. The
general content is framed by, but not limited to, theoretical
frameworks, such as ethics, values, chaos and complexity theory,
power, free will, trust, critical race theory, systems theory,
cultural (in)competency, and social justice. Importantly, the book
includes scholars from around the world (e.g., Canada, Australia,
Israel, USA) and learners of leadership from across sectors such as
higher education, K-12 education, public safety, communication,
business, and other relational-oriented fields of inquiry and
practice.
This book's primary focus is on racially and ethnically diverse
women in educational leadership. Each chapter is written from a
unique conceptual or empirical lens as shared by international
female leaders. Of particular interest to readers is the ingenious
pairing of contributors for optimum scholarship, whereby the
majority of chapters are co-authored by at least one male in a
leadership role who shares in the crusade for social, cultural,
political, and economic gender and racial equality for effective
leadership that works. The general content is framed by but not
limited to theoretical frameworks such as Black / Feminist Thought,
Critical Race Theory, and Leadership for Social Justice. The
chapters range from a critical examination of global society and
cross-cultural collaboration, to the intersection of race, law, and
power. Each chapter illuminates the lives and experiences of
racially and ethnically diverse women in leadership positions in a
diverse range of educational settings and contexts.
This book examines issues in educational law and the way leaders,
policymakers and policy implementers influence just processes and
outcomes in schools. From the lens of professors, attorneys and
administrators we explore how lessons learned from the authors'
experiences and research might improve the preparation and practice
of educational leaders. We examine how leaders can and should be
conceived as advocates for justice, especially those with
positional power and formal influence. Educational law has both
conceptual and empirical qualities. While research on justice often
begins with abstract conceptualizations, it is also manifest as
tangible and observable activities and behaviours. Thus it follows
that law can be studied through a variety of methodological
approaches. Depending on the epistemological and/or methodological
orientation of a study, justice may be a measurable or observed
event, a purely theoretical construct, or a combination of both.
Leaders must address questions about law and justice. Of equal
importance is how to navigate complex legal issues and how to best
engage in the decision-making processes while keeping the best
interests of students at the fore.
This book will feature lessons learned about the successful
implementation of leadership program preparation and development
programs that are grant-funded by the United States Department of
Education through the School Leadership Program. Each chapter will
highlight one or more practices that have been identified as a best
practice by the literature and detail how the program implemented
the practice(s). It is clear from the literature what should be
done to prepare aspiring and current leaders (i.e. mentoring,
in-depth internships, partnerships) but what is not clear is how to
do this. This book will do exactly that with real-life experiences
in the implementation of these practices (including successes,
challenges, etc.). These will be authentic examples from the field
about how practitioners have addressed challenges in implemented
successful activities such as coaching, the internship, evaluating
projects, and forging partnerships with preparation entities.
The introduction of educational markets into public and higher
education in many countries has led to more competitive
environments for schools and higher education institutions. This,
in turn, has led to an increased priority being given by school
leaders to the marketing of their institutions, largely because the
survival of many educational institutions is now dependent on their
capacity to maintain or increase their 'market share' of students,
funding and resources. This book presents the works of leading
scholars and researchers in the field of educational marketing who
handle issues of student retention; trust; building relationships
with parents, curriculum marketing, strategic marketing, and market
orientation in the educational arena. Special attention is given by
the authors to the promotion of education in respect to school
innovation, success, and accountability. The book is intended to
enrich the theoretical and practical knowledge of scholars who are
interested in understanding the leadership of educational
institutions, and of principals, marketers, and administrators who
face inter-institutional competition in the context of schooling,
tertiary or higher education.
Global Leadership For Social Justice: Taking It From The Field To
Practice proposes perspectives for conceptualizing the preparation
of leaders for social justice and equity-oriented work in schools.
Although faculty in the field of education have prepared thousands
of school leaders, and the research continues to expand, limited
research exists regarding how to prepare leaders for social justice
work in schools, especially considering international contexts.
This book builds on extant empirical and theoretical work in the
area of educational leadership, and deepens understanding of what
leading for social justice and equity-oriented work looks like
within diverse schools.
Leadership in Education, Corrections and Law Enforcement: A
Commitment to Ethics, Equity and Excellence fills a unique gap in
the knowledge base - the juncture between leadership, ethics, law,
and how public institutions/organizations understand and practice
the essence of all three. Authors from law enforcement, corrections
education, and educational leadership present different yet
overlapping constructs around ethics and law, and make an important
step towards reconciling these differing views to demonstrate the
significance of collaboration and partnerships for a common
purpose.
"This volume: * focuses on education reform and professional
development processes intended to prepare and develop prospective
and practicing educational leaders into leadership positions; *
examines cultural, political, legal, economic and social justice
issues that affect leaders while serving in the role of educational
leader/learner; * examines the various ways in which educational
leadership, politics, policy and reform are interconnected; * focus
on the critical significance of transforming education leadership
agendas if educational leaders are to truly change the face of how
meaningful leadership development and preparation is planned and
implemented for effectiveness; * introduces various frameworks for
restructuring leadership and learning including the need for
collaborative and community-based efforts for redesigning,
planning, and implementing leadership development programs; *
encourages interdisciplinary educational leaders to re-examine who
they are as leaders of learning, as learners of leadership, and
life-long learners. A corollary purpose of this volume is to
encourage a discourse that focuses on 'out-of-the-box' approaches
in preparing future school leaders to push the envelope of
leadership practice."
Drawing from the works of renowned psychologist, Albert Bandura, an
interdisciplinary and international group of collaborative and
well-respected scholars demonstrate the positive impact of
collective efficacy on an international scale. Bandura stated that
"A group's attainments are the product not only of shared knowledge
and skills of the different members, but also of the interactive,
coordinative, and synergistic dynamics of their transactions"
(Bandura, 2006, p. 316). In this book leaders from many
professional disciplines and global cultures collectively shared
research, understanding, and experiences about leadership
development and growth. Disciplines include education, law,
sociology, theology, psychology, law enforcement, aviation,
corrections, criminal justice, military, peace and negotiation.
Authors represent North America, Latin America, Asia, Middle East,
Europe, and Africa. This book exemplifies the benefits of
collective efficacy and bridging gaps among professions and
scholars where there's often a tendency to work in silos and
isolation. We share much that might benefit us and others when
explored and discovered. Emergent themes include transformational
leadership, servant leadership, service learning and community
development, consciousness and emotional intelligence, leaders of
the new millennium, and challenges for future collective efficacy.
Foundations of Educational Leadership provides a fresh and
research-based perspective on educational leadership, exploring 10
specific aspects of 'glocalization' in which educational leaders
must be literate in order to establish and sustain relevant and
useful educational experiences for students in their schools. In
addition to covering traditional concepts such as culture,
instructional leadership, professional ethics, and politics,
well-known authors Brooks and Normore also introduce several
conventionally neglected, cutting edge concepts like spirituality,
holistic health, and information leadership. This important book
emphasizes how a framework of learning, literacy, leadership, and
reflection is critical to the preparation and practice of
educational leaders. Foundations of Educational Leadership ensures
aspiring and practicing leaders will be prepared to influence
processes and outcomes for creating a more just and equitable
environment for all students. Key Features: Each chapter focuses on
what leaders need to learn, the concepts with which they need to be
literate, how to lead in the area, and aspects on which they should
reflect. Discussion sections at the end of each chapter include
prompts, questions, and activities suited for engaging ideas,
alone, or with classmates. An eResource features additional
resources and video content.
Pathways to Excellence: Developing and Cultivating Leaders for the
Classroom and Beyond examines how leadership and layers of leaders
are developed and cultivated from the classroom to the boardroom. A
wide body of research exists that focuses on specific educational
leadership development and training programs. Evidence of being
ready to lead upon program completion and performance post
preparation is less available. Scant attention has been paid to
programs that prepare leaders in different layers of an
organization to not only become individually high performing but to
also work collaboratively to create great schools. The book
contends that the principal cannot effectively lead a school alone
- other key players are critical. The editors have cast a wide net
of respected contributors from various levels of organizational
school leadership and specialties including traditional schools,
charter schools, teacher education, district level leadership,
special education, master teacher leadership, university and
college level leadership. Implications for theory and practice will
be discussed as it relates to leadership development and
preparation of key players and constituents.
A critical challenge for urban charter/autonomous/independent
schools is finding educational leaders with the courage to lead
with authenticity; integrity and ingenuity using standards based
practices to effect transformational change within schools. Two
decades after the first charter school opened, leaders still
continue to face a range of challenges that traditional public
school leaders do not face. Without the type of district support
that traditional public school leaders benefit from,
charter/autonomous leaders must be able to prepare themselves by
tapping into alternative resources quickly and efficiently. This
book begins by cultivating the balance of self, both personal and
professional, that will guide leaders to manage the operational and
educational demands of leading a charter/autonomous school. With a
didactic approach identifying skills and capacities needed above
and beyond the Interstate School Leaders Licensure Consortium
Standards (ISLLC), this book will give administrators the requisite
skills and necessary tools to effectively manage the complexities
of leadership in urban charter/autonomous schools.
This volume of "Advances in Educational Administration" examines
discretionary behavior/performance, an emerging yet critical
phenomenon for educational organizations to be effective in
responding to the complex expectations of the 21st century.
Discretionary behavior refers to the employee behavior that is not
directly or explicitly recognized by the formal reward system, and
in the aggregate promotes the efficient and effective functioning
of the organization. Discretionary behaviors of the educational
workforce can contribute to maintenance and enhancement of the
social and psychological organizational context which supports the
task performance and organizational effectiveness.
Foundations of Educational Leadership provides a fresh and
research-based perspective on educational leadership, exploring 10
specific aspects of 'glocalization' in which educational leaders
must be literate in order to establish and sustain relevant and
useful educational experiences for students in their schools. In
addition to covering traditional concepts such as culture,
instructional leadership, professional ethics, and politics,
well-known authors Brooks and Normore also introduce several
conventionally neglected, cutting edge concepts like spirituality,
holistic health, and information leadership. This important book
emphasizes how a framework of learning, literacy, leadership, and
reflection is critical to the preparation and practice of
educational leaders. Foundations of Educational Leadership ensures
aspiring and practicing leaders will be prepared to influence
processes and outcomes for creating a more just and equitable
environment for all students. Key Features: Each chapter focuses on
what leaders need to learn, the concepts with which they need to be
literate, how to lead in the area, and aspects on which they should
reflect. Discussion sections at the end of each chapter include
prompts, questions, and activities suited for engaging ideas,
alone, or with classmates. An eResource features additional
resources and video content.
Crossing the Bridge of the Digital Divide: A Walk with Global
Leaders explores the combined effect of the rapid growth of
information as an increasingly fragmented information base, a large
component of which is available only to people with money and/or
acceptable institutional affiliations. In the recent past, the
outcome of these challenges has been characterized as the ""digital
divide"" between the information "haves" and "have nots" along
racial and socio economic lines that seem to widen as time passes.
To address the issues of digital equity and digital inequality in
an effort to bridge the digital divide, educational scholars,
researchers and practitioners are in positions to ensure equitable
opportunities are made available for people of all ages, races,
ability, sexual orientation, and ethnicity in support of social
justice for bridging the digital divide. The digital divide
addresses issues concerning equal opportunity, equity and access
that have an effect on the development of marginalized and
otherwise disenfranchised populations within and across systems
nationally and internationally. The contributing authors-
representing Unites States, Canada, South Africa, New Zealand, and
the UK - posit that education institutions can serve as the bridge
to close the digital divide for students who do not have access to
information technology in their homes. At a time when more
computers are made available in schools than ever before, the
digital divide continues to widen and fewer people in the lowest
SES groups are given the opportunity to join the world of computer
technology and the internet. As a result, the influence of
leadership activity on institutional racism, gender discrimination,
inequality of opportunity, inequity of educational processes,
digital exclusion, and justice have gained currency and attention.
The contributing national and international authors examine the
digital divide in terms of social justice leadership, equity and
access. It is within this context that the authors offer
discussions from a lens of their choice, i.e. conceptual, review of
literature, epistemological, etc. By adopting an educational
approach to bridging the digital divide, researchers and
practitioners can connect and extend long- established lines of
conceptual and empirical inquiry aimed at improving organizational
practices and thereby gain insights that might be otherwise
overlooked, or assumed. This holds great promise for generating,
refining, and testing theories of leadership for equity and access,
and helps strengthen already vibrant lines of inquiry on social
justice.
Crossing the Bridge of the Digital Divide: A Walk with Global
Leaders explores the combined effect of the rapid growth of
information as an increasingly fragmented information base, a large
component of which is available only to people with money and/or
acceptable institutional affiliations. In the recent past, the
outcome of these challenges has been characterized as the ""digital
divide"" between the information "haves" and "have nots" along
racial and socio economic lines that seem to widen as time passes.
To address the issues of digital equity and digital inequality in
an effort to bridge the digital divide, educational scholars,
researchers and practitioners are in positions to ensure equitable
opportunities are made available for people of all ages, races,
ability, sexual orientation, and ethnicity in support of social
justice for bridging the digital divide. The digital divide
addresses issues concerning equal opportunity, equity and access
that have an effect on the development of marginalized and
otherwise disenfranchised populations within and across systems
nationally and internationally. The contributing authors-
representing Unites States, Canada, South Africa, New Zealand, and
the UK - posit that education institutions can serve as the bridge
to close the digital divide for students who do not have access to
information technology in their homes. At a time when more
computers are made available in schools than ever before, the
digital divide continues to widen and fewer people in the lowest
SES groups are given the opportunity to join the world of computer
technology and the internet. As a result, the influence of
leadership activity on institutional racism, gender discrimination,
inequality of opportunity, inequity of educational processes,
digital exclusion, and justice have gained currency and attention.
The contributing national and international authors examine the
digital divide in terms of social justice leadership, equity and
access. It is within this context that the authors offer
discussions from a lens of their choice, i.e. conceptual, review of
literature, epistemological, etc. By adopting an educational
approach to bridging the digital divide, researchers and
practitioners can connect and extend long- established lines of
conceptual and empirical inquiry aimed at improving organizational
practices and thereby gain insights that might be otherwise
overlooked, or assumed. This holds great promise for generating,
refining, and testing theories of leadership for equity and access,
and helps strengthen already vibrant lines of inquiry on social
justice.
Restorative Practice Meets Social Justice: Un-silencing the Voices
of "At-Promise" Student Populations is a collection of pragmatic
urban school experiences that focus on restorative approaches
situated in the context of social justice. By adopting this
approach, researchers and practitioners can connect and extend
long-established lines of conceptual and empirical inquiry aimed at
improving school practices and thereby gain insights that may
otherwise be overlooked or assumed. This holds great promise for
generating, refining, and testing theories of restorative practices
in educational leadership and will help strengthen already vibrant
lines of inquiry on social justice. The authors posit that a
broader conceptualization of social and restorative justice adds to
extant discourse about students who not only experience various
types of daily oppression in US schools but also regularly live on
the fringes of society. Chapters are written by a combination of
researchers and practicing school leaders who believe in the power
of healing and restoring relationships within school communities as
opposed to traditional punitive structures. The dynamic approaches
discussed throughout the book urge school leaders, teachers, school
community members, and those who prepare administrators to look
within and build bridges between themselves and the communities in
which they serve.
Restorative Practice Meets Social Justice: Un-silencing the Voices
of "At-Promise" Student Populations is a collection of pragmatic
urban school experiences that focus on restorative approaches
situated in the context of social justice. By adopting this
approach, researchers and practitioners can connect and extend
long-established lines of conceptual and empirical inquiry aimed at
improving school practices and thereby gain insights that may
otherwise be overlooked or assumed. This holds great promise for
generating, refining, and testing theories of restorative practices
in educational leadership and will help strengthen already vibrant
lines of inquiry on social justice. The authors posit that a
broader conceptualization of social and restorative justice adds to
extant discourse about students who not only experience various
types of daily oppression in US schools but also regularly live on
the fringes of society. Chapters are written by a combination of
researchers and practicing school leaders who believe in the power
of healing and restoring relationships within school communities as
opposed to traditional punitive structures. The dynamic approaches
discussed throughout the book urge school leaders, teachers, school
community members, and those who prepare administrators to look
within and build bridges between themselves and the communities in
which they serve.
Inclusive Practices and Social Justice Leadership for Special
Populations in Urban Settings: A Moral Imperative is comprised of a
collection of chapters written by educators who refuse to let the
voices of dissent remain marginalized in our discussion of
education in the 21st century education. Drawing from the authors'
extensive experience in educational research and practice, coupled
with their commitment to inclusion of special populations and
social justice they urge readers to examine how educational
policies are produced for the least advantaged in our schools.
Effective inclusionary practices most certainly benefit all
students, including English language learners, those who face
gender discrimination, those who are in the foster care system, and
those who are Gay, Lesbian, Bisexual, or Transgendered. This
collection presents a broader theoretical inclusive framework
rooted in social justice: which we assert, offers the best
practices for a greater number of students who are at risk of
minimal academic success. This broader conceptualization of
inclusive schools adds to extant discourses about students with
exceptional needs and provides effective strategies school leaders
operating from a social justice framework can implement to create
more inclusive school environments for all students, especially
those in urban centers. It is hoped that lessons learned will
improve the preparation and practice of school leaders, thus
improve educational outcomes for students from special populations.
Inclusive Practices and Social Justice Leadership for Special
Populations in Urban Settings: A Moral Imperative is comprised of a
collection of chapters written by educators who refuse to let the
voices of dissent remain marginalized in our discussion of
education in the 21st century education. Drawing from the authors'
extensive experience in educational research and practice, coupled
with their commitment to inclusion of special populations and
social justice they urge readers to examine how educational
policies are produced for the least advantaged in our schools.
Effective inclusionary practices most certainly benefit all
students, including English language learners, those who face
gender discrimination, those who are in the foster care system, and
those who are Gay, Lesbian, Bisexual, or Transgendered. This
collection presents a broader theoretical inclusive framework
rooted in social justice: which we assert, offers the best
practices for a greater number of students who are at risk of
minimal academic success. This broader conceptualization of
inclusive schools adds to extant discourses about students with
exceptional needs and provides effective strategies school leaders
operating from a social justice framework can implement to create
more inclusive school environments for all students, especially
those in urban centers. It is hoped that lessons learned will
improve the preparation and practice of school leaders, thus
improve educational outcomes for students from special populations.
As many organizations expand, it becomes increasingly important to
implement collaboration and leadership practices that help ensure
their overall success. Being able to work and lead effectively in
diverse settings can greatly benefit individual employees and the
organization as a whole. Cross-Cultural Collaboration and
Leadership in Modern Organizations provides an interdisciplinary
analysis of how organizations can responsibly embrace complex
problem-solving and creative decision making. Providing essential
practical tools and critical guidelines, this publication is a
necessary reference source benefiting business professionals,
managers, researchers, and students interested in leadership and
collaboration strategies and their application to various
disciplines such as human resources management, professional
development, organizational development, and education.
A volume in Educational Leadership for Social Justice Series Editor
Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock
University; Ira Bogotch, Florida Atlantic University; Sandra
Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth
University; George Theoharis, Syracuse University The purpose of
this book is to examine and learn lessons from the way leadership
for social justice is conceptualized in several disciplines and to
consider how these lessons might improve the preparation and
practice of school leaders. In particular, we examine philosophy,
anthropology, sociology, economics, political science, public
policy, and psychology. Our contention is that the field of
educational leadership might consider taking a step backward in
order to take several forward. That is, educational leadership
researchers might re-examine social justice, both in terms of
social and individual dynamics and as disciplinary-specific,
multidisciplinary and interdisciplinary phenomenon. By adopting
this approach, we can connect and extend long-established lines of
conceptual and empirical inquiry and thereby gain insights that may
otherwise be overlooked or assumed. This holds great promise for
generating, refining, and testing theories of social justice in
educational leadership and will help strengthen already vibrant
lines of inquiry. That is, rather than citing a single, or a few,
works out of their disciplinary context it might be more fruitful
to situate educational leadership for social justice research in
their respective traditions. This could be carried out by extending
extant lines of inquiry in educational leadership research and then
incorporating lessons gleaned from this work into innovative
practice. For example, why not more clearly establish lines of
educational leadership and justice research into the Philosophy of
Social Justice, Economics of Social Justice, Political Studies of
Social Justice, Sociology of Social Justice, Anthropology of Social
Justice, and the Public Policy of Social Justice as focused and
discrete areas of inquiry? Once this new orientation toward the
knowledge base of social justice and educational leadership is
laid, we might then seek to explore some of the natural connections
between traditions before ultimately investigating justice in
educational leadership through a free association of ideas as the
worlds of practice and research co-construct a "new" language they
can use to discuss educational leadership. Such an endeavor may
demand reconceptualization of both the processes and products of
collaborative research and the communication of findings, but it
will demand a breaking-down of methodological and epistemological
biases and a more meaningful level and type of engagement between
primary and applied knowledge bases.
A volume in Educational Leadership for Social Justice Series Editor
Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock
University; Ira Bogotch, Florida Atlantic University; Sandra
Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth
University; George Theoharis, Syracuse University The purpose of
this book is to examine and learn lessons from the way leadership
for social justice is conceptualized in several disciplines and to
consider how these lessons might improve the preparation and
practice of school leaders. In particular, we examine philosophy,
anthropology, sociology, economics, political science, public
policy, and psychology. Our contention is that the field of
educational leadership might consider taking a step backward in
order to take several forward. That is, educational leadership
researchers might re-examine social justice, both in terms of
social and individual dynamics and as disciplinary-specific,
multidisciplinary and interdisciplinary phenomenon. By adopting
this approach, we can connect and extend long-established lines of
conceptual and empirical inquiry and thereby gain insights that may
otherwise be overlooked or assumed. This holds great promise for
generating, refining, and testing theories of social justice in
educational leadership and will help strengthen already vibrant
lines of inquiry. That is, rather than citing a single, or a few,
works out of their disciplinary context it might be more fruitful
to situate educational leadership for social justice research in
their respective traditions. This could be carried out by extending
extant lines of inquiry in educational leadership research and then
incorporating lessons gleaned from this work into innovative
practice. For example, why not more clearly establish lines of
educational leadership and justice research into the Philosophy of
Social Justice, Economics of Social Justice, Political Studies of
Social Justice, Sociology of Social Justice, Anthropology of Social
Justice, and the Public Policy of Social Justice as focused and
discrete areas of inquiry? Once this new orientation toward the
knowledge base of social justice and educational leadership is
laid, we might then seek to explore some of the natural connections
between traditions before ultimately investigating justice in
educational leadership through a free association of ideas as the
worlds of practice and research co-construct a "new" language they
can use to discuss educational leadership. Such an endeavor may
demand reconceptualization of both the processes and products of
collaborative research and the communication of findings, but it
will demand a breaking-down of methodological and epistemological
biases and a more meaningful level and type of engagement between
primary and applied knowledge bases.
A volume in Educational Leadership for Social JusticeSeries Editor
Jeffrey S. Brooks, Iowa State University, Denise E. Armstrong,
Brock University; IraBogotch, Florida Atlantic University; Sandra
Harris, Lamar University; Whitney H. Sherman, VirginiaCommonwealth
University; George Theoharis, Syracuse UniversityEducation-Based
Incarceration and Recidivism: The Ultimate Social Justice Crime
Fighting Tool takes a penetratinglook at the needs and challenges
of society's disenfranchised jail populations. It is incumbent to
encourage publicawareness of the causes that underlie the
destructive cycles plaguing these populations, including the abuse
and neglectthat cycle through generations. When effectively
addressed through education the economic burden on society
islightened and an advocacy to increase understanding engenders a
humane response. When connecting education-basedincarceration to
leadership and social justice, several issues come to mind,
beginning with the universal understanding that definitions of
social justice are based on avariety of factors, like political
orientation, religious background, and political and social
philosophy. An increased body of researchers in educational
leadership, ethics, law, sociology, corrections, law enforcement,
criminal justice, and public health agree that social justice is
concerned with equal justice, not just in the courts, but in
allaspects of society. Social justice demands that people promote a
just society where people have equal rights and opportunities;
everyone, from the poorest person on themargins of society to the
wealthiest deserves an even playing field.The intended audience for
this book includes academics, national and international law
enforcement agencies, and correctional institutions interested in
establishing andassessing the effectiveness of an education-based
incarceration program. This book can also be used by educators and
students interested in studying organizational leadership,
correctional theory, recidivism, social and restorative justice,
and education-based incarceration.
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