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This edited volume expands on the existent research on anti-racist
educational leadership by identifying what type of capacity
building is needed for school administrators to facilitate
anti-racist change in their schools. Racial inequities in education
persist in part because the solutions that districts and schools
choose to employ largely ignore why and how institutional and
structural racism is the root cause of inequities in education.
Yet, racial inequities in schooling can be redressed if districts
and schools have leaders who are deeply committed to combatting
racism in their daily practice and structures of schooling. This
book underscores why we need more educational leaders who adopt an
anti-racist stance in how they lead and are prepared to work toward
racial justice and equity in a society so entrenched in racism.
Through diverse perspectives and voices, including scholars in the
field of educational leadership, sociologists of education, school
and district administrators, and grassroots community members and
activist groups, this book addresses issues related to anti-racist
educational leadership at various levels.
Identity matters. Who we are in terms of our intersecting
identities such as gender, race, social class, (dis)ability,
geography, and religion are integral to who we are and how we
navigate work and life. Unfortunately, many people have yet to
grasp this understanding and, as a result, so many of our work
spaces lack appropriate responses to what this means. Therefore,
Identity Intersectionalities, Mentoring, and Work?life (Im)
balance: Educators (Re)negotiate the Personal, Professional, and
Political, the most recent installment of the work?life balance
series, uses an intersectional perspective to critically examine
the concept of work?life balance. In an effort to build on the
first book in the series, that focused on professors in educational
leadership preparation programs, the authors here represent
educators across the P?20 pipeline (primary and secondary schools
in addition to higher education). This book is also unique in that
it includes the voices of practitioners, students, and academics
from a variety of related disciplines within the education
profession, enabling the editors to include a diverse group of
educators whose many voices speak to work?life balance in unique
and very personal ways. Contributing authors challenge whether the
concept of work?life balance might be conceived as a privileged
-and even an impractical?endeavor. Yet, the bottom line is,
conceptions of work?life balance are exceptionally complex and vary
widely depending on one's many roles and intersecting identities.
Moreover, this book considers how mentoring is important to
negotiating the politics that come with balancing work and life;
especially, if those intersecting identities are frequently
associated with unsolicited stereotypes that impede upon one's
academic, professional and personal pursuits in life. Finally, the
editors argue that the power to authentically "be ourselves" is not
only important to individual success, but also beneficial to
fostering an institutional culture and climate that is truly
supportive of and responsive to diversity, equity, and justice.
Taken together, the voices in this book are a clarion call for P?12
and higher education professionals and organizations to envision
how identity intersectionalities might become an every?day
understanding, a normalized appreciation, and a customary
commitment that translates into policy and practice.
Whenever one attempts to write about a philosopher whose native
tongue is not English the problem of translations is inevitable.
For the sake of simplicity and accuracy we have translated all of
our quotations from the German unless otherwise noted. But for the
sake of easy reference we have included the page numbers of the
English translations as well as the German texts. Because there is
a new translation forthcoming, we have not included references to
the English translation of Ideen I. Since the German texts are
readily available, we did not reproduce them in the footnotes. All
quotations translated from Husserl's unpublished manuscripts,
however, do include the German text in the footnotes. This work is
greatly indebted to the criticism and help of Professor Ludwig
Landgrebe, whose support made possible two years at the UniversiHit
Koln. Garth Gillan and Lothar Eley also have contributed much to
the basic direction ofthis work. Others such as Edward Casey,
Claude Evans, Irene Grypari, Don Ihde, Grant Johnson, Martin Lang,
J. N. Mohanty, Robert Ray and Susan Wood have been more than
helpful in their discussions with me on these topics and in their
criticisms of some of the ambiguities of an earlier draft. Likewise
a special word of thanks to Reto Parpan whose insightful
corrections were most valuable and to Nancy Gifford for her
discussions on matters epistemolo gical and for her help in the
final preparation of the book."
Anti-Racist Educational Leadership and Policy helps educational
leaders better comprehend the racial implications and challenges of
the current educational policy landscape. Each chapter unpacks a
policy issue such as school choice, school closures, standardized
testing, discipline, and school funding, and analyzes it through
the racialized and market-driven lenses of the current leadership
context. Full of real examples, this book equips aspiring school
leaders with the skills to question how a policy addresses or fails
to address racism, action-oriented strategies to develop
anti-racist solutions, and the tools to encourage their school
community to promote racial equity. This important book demystifies
a complex policy context and prepares current and future teacher
leaders, principals, and superintendents to lead their schools
towards more equitable practice. 2021 Winner of the AESA Critics'
Choice Book Award.
Whenever one attempts to write about a philosopher whose native
tongue is not English the problem of translations is inevitable.
For the sake of simplicity and accuracy we have translated all of
our quotations from the German unless otherwise noted. But for the
sake of easy reference we have included the page numbers of the
English translations as well as the German texts. Because there is
a new translation forthcoming, we have not included references to
the English translation of Ideen I. Since the German texts are
readily available, we did not reproduce them in the footnotes. All
quotations translated from Husserl's unpublished manuscripts,
however, do include the German text in the footnotes. This work is
greatly indebted to the criticism and help of Professor Ludwig
Landgrebe, whose support made possible two years at the UniversiHit
Koln. Garth Gillan and Lothar Eley also have contributed much to
the basic direction ofthis work. Others such as Edward Casey,
Claude Evans, Irene Grypari, Don Ihde, Grant Johnson, Martin Lang,
J. N. Mohanty, Robert Ray and Susan Wood have been more than
helpful in their discussions with me on these topics and in their
criticisms of some of the ambiguities of an earlier draft. Likewise
a special word of thanks to Reto Parpan whose insightful
corrections were most valuable and to Nancy Gifford for her
discussions on matters epistemolo gical and for her help in the
final preparation of the book."
Attempting to cut a path between the usual alternatives of social
constructionist and naturalist approaches to the body, this
collection turns to both the biological and the social sciences as
a starting point for an adequate critique of the body. moving. The
volume then blends seminal essays with new and original pieces to
offer a cultural analysis and more. 40 photos. 10 figures.
The concept of the body is one of the most recent, and hotly
contested areas of inquiry among philosophers today. This volume
captures the different theoretical approaches at the core of the
current discussion and offers studies that deal with various
aspects of the constitution of the body. It is designed primarily
to be used on upper-level undergraduate and graduate courses, such
as philosophy of the Body, Philosophical Psychology, Gender
Studies, and Contemporary Continental Philosophy, and will also be
useful as a primary source for philosophers seeking a deeper
understanding of the topic.
Attempting to cut a third way between the usual alternatives of
social Constructionist and Naturalist approaches to the body, this
collection turns to both the biological and the social sciences as
a starting point for an adequate critique of the body, before
moving to offer a cultural analysis. The volume blends seminal
essays with the new and original pieces to take the analysis into
new areas, and includes contributions from Judith Butler, Susan
Bordo, Rom Harré, Maxine Sheets-Johnstone, Mary Rawlinson, Hubert
Dreyfus, and Iris Young.
Identity matters. Who we are in terms of our intersecting
identities such as gender, race, social class, (dis)ability,
geography, and religion are integral to who we are and how we
navigate work and life. Unfortunately, many people have yet to
grasp this understanding and, as a result, so many of our work
spaces lack appropriate responses to what this means. Therefore,
Identity Intersectionalities, Mentoring, and Work?life (Im)
balance: Educators (Re)negotiate the Personal, Professional, and
Political, the most recent installment of the work?life balance
series, uses an intersectional perspective to critically examine
the concept of work?life balance. In an effort to build on the
first book in the series, that focused on professors in educational
leadership preparation programs, the authors here represent
educators across the P?20 pipeline (primary and secondary schools
in addition to higher education). This book is also unique in that
it includes the voices of practitioners, students, and academics
from a variety of related disciplines within the education
profession, enabling the editors to include a diverse group of
educators whose many voices speak to work?life balance in unique
and very personal ways. Contributing authors challenge whether the
concept of work?life balance might be conceived as a privileged
-and even an impractical?endeavor. Yet, the bottom line is,
conceptions of work?life balance are exceptionally complex and vary
widely depending on one's many roles and intersecting identities.
Moreover, this book considers how mentoring is important to
negotiating the politics that come with balancing work and life;
especially, if those intersecting identities are frequently
associated with unsolicited stereotypes that impede upon one's
academic, professional and personal pursuits in life. Finally, the
editors argue that the power to authentically "be ourselves" is not
only important to individual success, but also beneficial to
fostering an institutional culture and climate that is truly
supportive of and responsive to diversity, equity, and justice.
Taken together, the voices in this book are a clarion call for P?12
and higher education professionals and organizations to envision
how identity intersectionalities might become an every?day
understanding, a normalized appreciation, and a customary
commitment that translates into policy and practice.
|
Revenge (Paperback)
William D Welton
bundle available
|
R410
Discovery Miles 4 100
|
Ships in 10 - 15 working days
|
Anti-Racist Educational Leadership and Policy helps educational
leaders better comprehend the racial implications and challenges of
the current educational policy landscape. Each chapter unpacks a
policy issue such as school choice, school closures, standardized
testing, discipline, and school funding, and analyzes it through
the racialized and market-driven lenses of the current leadership
context. Full of real examples, this book equips aspiring school
leaders with the skills to question how a policy addresses or fails
to address racism, action-oriented strategies to develop
anti-racist solutions, and the tools to encourage their school
community to promote racial equity. This important book demystifies
a complex policy context and prepares current and future teacher
leaders, principals, and superintendents to lead their schools
towards more equitable practice. 2021 Winner of the AESA Critics'
Choice Book Award.
The volume brings together for the first time foundational
twentieth-century texts on the concept of the body.
The concept of the body has emerged as one of the most important
areas of recent philosophical inquiry. Continental thinkers,
beginning with the phenomenologists, began to rethink this
important concept and to develop alternatives to traditional
analytic reductionist attempts to characterize the body in mere
physical or biological terms.
This volume begins with selections from phenomenological
writings of Edmund Husserl, Martin Hidegger, and Maurice
Merleau-Ponty. These selections are accompanied by essays from Donn
Welton, Elmar Holenstein, David Levin, Anthony J. Steinbock and
Drew Leder (Part I). The phenomenological accounts have been
supplemented, perhaps replaced, by the psychotropic and
genealogical analyses of Jacques Lacan and Michael Foucault (Part
II), and by the semiological analysis of the gendered body offered
by Julia Kristeva and Luce Irigaray (Part III). The theories of
these important yet difficult thinkers are
Discussed in seminal essay by Charles Bonner, alphonso Lingis,
Judith Butler, Kelly Oliver, and Tina Chanter.
This edited volume expands on the existent research on anti-racist
educational leadership by identifying what type of capacity
building is needed for school administrators to facilitate
anti-racist change in their schools. Racial inequities in education
persist in part because the solutions that districts and schools
choose to employ largely ignore why and how institutional and
structural racism is the root cause of inequities in education.
Yet, racial inequities in schooling can be redressed if districts
and schools have leaders who are deeply committed to combatting
racism in their daily practice and structures of schooling. This
book underscores why we need more educational leaders who adopt an
anti-racist stance in how they lead and are prepared to work toward
racial justice and equity in a society so entrenched in racism.
Through diverse perspectives and voices, including scholars in the
field of educational leadership, sociologists of education, school
and district administrators, and grassroots community members and
activist groups, this book addresses issues related to anti-racist
educational leadership at various levels.
|
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