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While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that educational leaders understand how critical race
theory and praxis can assist them in utilizing their agency and
roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though
educational leaders and leadership programs have been all but
absent in this process, given their influence and power,
educational leaders need to be engaged in this endeavor. The
objective of this edited volume is to draw upon critical race
counter-stories and praxis for the purpose of providing leaders in
training and practicing K-12 leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within K-12 schooling. An additional aim of
this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in K-12 schooling. Through the use of
critical race methodology and counter-storytelling (Solorzano &
Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future educational leaders
insight in recognizing how racism functions within institutions and
how they can address it. The intended goal of this edited volume is
to translate critical race theory into practice while emphasizing
the need for educational leaders to develop a critical race praxis
and anti-racist approach to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that educational leaders understand how critical race
theory and praxis can assist them in utilizing their agency and
roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though
educational leaders and leadership programs have been all but
absent in this process, given their influence and power,
educational leaders need to be engaged in this endeavor. The
objective of this edited volume is to draw upon critical race
counter-stories and praxis for the purpose of providing leaders in
training and practicing K-12 leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within K-12 schooling. An additional aim of
this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in K-12 schooling. Through the use of
critical race methodology and counter-storytelling (Solorzano &
Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future educational leaders
insight in recognizing how racism functions within institutions and
how they can address it. The intended goal of this edited volume is
to translate critical race theory into practice while emphasizing
the need for educational leaders to develop a critical race praxis
and anti-racist approach to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that higher education leaders understand how critical
race theory and praxis can assist them in utilizing their agency
and roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though higher
education leaders and leadership programs are often absent in this
process, given their influence and power, higher education leaders
need to be engaged in this endeavor. The objective of this edited
volume is to draw upon critical race counter-stories and praxis for
the purpose of providing higher education leaders-in-training and
practicing higher education leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within higher education. An additional aim
of this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in higher education. Through the use
of critical race methodology and counter-storytelling (Solorzano
& Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future higher education
leaders insight in recognizing how racism functions within their
respective institutions, and how they can address it. The intended
goal of this edited volume is to translate critical race theory
into practice while emphasizing the need for higher education
leaders to develop a critical race praxis and anti-racist approach
to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that higher education leaders understand how critical
race theory and praxis can assist them in utilizing their agency
and roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though higher
education leaders and leadership programs are often absent in this
process, given their influence and power, higher education leaders
need to be engaged in this endeavor. The objective of this edited
volume is to draw upon critical race counter-stories and praxis for
the purpose of providing higher education leaders-in-training and
practicing higher education leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within higher education. An additional aim
of this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in higher education. Through the use
of critical race methodology and counter-storytelling (Solorzano
& Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future higher education
leaders insight in recognizing how racism functions within their
respective institutions, and how they can address it. The intended
goal of this edited volume is to translate critical race theory
into practice while emphasizing the need for higher education
leaders to develop a critical race praxis and anti-racist approach
to leadership.
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.
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As We Were Saying (Paperback)
Charles Dudley Warner; Illustrated by Harry Whitney McVickar
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R803
Discovery Miles 8 030
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Ships in 10 - 15 working days
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This Is A New Release Of The Original 1891 Edition.
This Is A New Release Of The Original 1911 Edition.
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Passing It on (Paperback)
Tom Moates; Foreword by Harry Whitney; Designed by Chris Legg
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R525
Discovery Miles 5 250
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Ships in 10 - 15 working days
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Going Somewhere (Paperback)
Tom Moates; Foreword by Harry Whitney; Designed by Chris Legg
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R532
Discovery Miles 5 320
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Ships in 10 - 15 working days
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Tom Moates continues his journey into better horsemanship with the
patient guidance of his mentor and friend, renowned clinician,
Harry Whitney, in this fourth book of the series, which follows A
Horse's Thought, Between the Reins, and Further Along the Trail.
Tom's Quarter Horse, Jubal, and other regulars return, and meet
newcomers like Mister Dinky the Mule, as new challenges abound.
Ride along as Tom crosses 1500 miles of the west with Harry
attending clinics and seeing first hand his life on the road. Enjoy
another stretch of this ongoing, epic trail as Tom learns new
horsemanship lessons and is constantly Going Somewhere For more
information on Tom Moates, visit www.TomMoates.com
Equestrian author and journalist, Tom Moates, returns with more
lively and thought provoking adventures in his ongoing odyssey to
improve his horsemanship with the patient teaching of his mentor
and friend, celebrated horsemanship clinician, Harry Whitney. This
anticipated follow-up to Between the Reins digs deeper into
understanding Whitney s great skill at seeing things from the horse
s point of view through Moates s own trials. Familiar characters
return to the page along side new folks and horses, as Moates
reveals the latest lessons he has gleaned from clinics across North
America, horses at home in the Blue Ridge Mountains of Virginia,
and other equine experiences encountered Further Along the Trail.
For more info visit: www.TomMoates.com.
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As We Were Saying (Paperback)
Charles Dudley Warner; Illustrated by Harry Whitney McVickar
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R758
Discovery Miles 7 580
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Ships in 10 - 15 working days
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1891. Contents: Rose Chrysanthemum; The Red Bonnet; The Loss in
Civilization; Social Screaming; Does Refinement Kill
Individuality?; The Directoire Gown; The Mystery of the Sex; The
Clothes of Fiction; The Broad A; Chewing Gum; Women in Congress;
Shall Women Propose?; Frocks and the Stage; Altruism; Social
Clearing-House; The Dinner-Table Talk; Naturalization; Art of
Governing; Love of Display; Value of the Commonplace; The Burden of
Christmas; The Responsibility of Writers; The Cap and Gown; A
Tendency of the Age; and A Locoed Novelist.
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