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Emily Dickinson (Paperback)
Frances Schoonmaker Bolin; Illustrated by Chi Chung
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"Bolin's four-page introduction describes and explains Emily
Dickinson's odd lifestyle and creative productivity...prettily
colored watercolors."--"School Library Journal" "Footnotes glossing
antiquated diction are well-handled."--"Washington"" Post"
Living Faithfully is for anyone interested in education and
education policy, whether parent, community member, teacher,
student of leadership or policy maker. It looks at school
leadership and reform in an alternative way, following the story of
change at Washington School, a troubled grades 5-6 center in a
small town in Western Oklahoma. Not only does the book address a
neglected population, the more than 1/3 of the nation's children
who go to school in small towns and rural areas, it uses the
occasion to invert thinking about school reform. It argues that in
today's policy climate where guaranteed, standard outcomes are
touted as goals of education, leadership schemes, even those
designed to challenge topdown, bureaucratic models, are quickly
co-opted to produce the appearance of learning. Prevailing
leadership theories beg the question of who is being transformed
and to what end, failing to challenge assumptions and dominant
ideas of contemporary education and leadership thinking. Drawing on
Philip Phenix's idea of the faithful life, the book proposes an
alternative way forward. Phenix talks about connections between
school and life. According to Phenix, the faithful life is
concerned with the normative question of what is good, true, right,
just, beautiful, and holy. This is not the vocabulary of current
education policy. But it describes the kind of community created at
Washington School despite its history of failure. And it describes
what most families want for their children whether they live in the
city or country, America or elsewhere: an education that matters.
Living Faithfully is for anyone interested in education and
education policy, whether parent, community member, teacher,
student of leadership or policy maker. It looks at school
leadership and reform in an alternative way, following the story of
change at Washington School, a troubled grades 5-6 center in a
small town in Western Oklahoma. Not only does the book address a
neglected population, the more than 1/3 of the nation's children
who go to school in small towns and rural areas, it uses the
occasion to invert thinking about school reform. It argues that in
today's policy climate where guaranteed, standard outcomes are
touted as goals of education, leadership schemes, even those
designed to challenge topdown, bureaucratic models, are quickly
co-opted to produce the appearance of learning. Prevailing
leadership theories beg the question of who is being transformed
and to what end, failing to challenge assumptions and dominant
ideas of contemporary education and leadership thinking. Drawing on
Philip Phenix's idea of the faithful life, the book proposes an
alternative way forward. Phenix talks about connections between
school and life. According to Phenix, the faithful life is
concerned with the normative question of what is good, true, right,
just, beautiful, and holy. This is not the vocabulary of current
education policy. But it describes the kind of community created at
Washington School despite its history of failure. And it describes
what most families want for their children whether they live in the
city or country, America or elsewhere: an education that matters.
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