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A Companion Guide to Handbook of Urban Educational Leadership:
Theory to Practice provides the reader with activities linked to
the theoretical chapters, which no handbook has included to date.
The overarching goal is the development of scholarly leaders who
can lead change and improve the practice. The Companion Guide
creates an important bridge to connecting the theoretical concepts
with practical applications. The Companion Guide activities will
help illuminate salient theoretical concepts related to urban
education and leadership. This deliberate intertwining of
theoretical bases with practical implications, allows the reader to
gain understanding into the praxis of urban educational leadership.
By bringing together philosophical and educational insights, we
bridge theoretical gaps in the scholarship of the urban educational
leadership in society, and offer tools for critically analyzing the
undergirding concepts.
A Companion Guide to Handbook of Urban Educational Leadership:
Theory to Practice provides the reader with activities linked to
the theoretical chapters, which no handbook has included to date.
The overarching goal is the development of scholarly leaders who
can lead change and improve the practice. The Companion Guide
creates an important bridge to connecting the theoretical concepts
with practical applications. The Companion Guide activities will
help illuminate salient theoretical concepts related to urban
education and leadership. This deliberate intertwining of
theoretical bases with practical implications, allows the reader to
gain understanding into the praxis of urban educational leadership.
By bringing together philosophical and educational insights, we
bridge theoretical gaps in the scholarship of the urban educational
leadership in society, and offer tools for critically analyzing the
undergirding concepts.
This book is the second edition of the highly successful Handbook
of Urban Educational Leadership. This book examines the uniqueness
of the urban school and those in leadership roles that affect urban
students and schools. It examines community, district, school, and
teacher leadership influencing urban schools. This edition examines
conceptualizations of urban ecologies as well as other critical
geographies and how these shape understandings in educational
contexts. Contributions for this edition focused on areas that
examined social, technological, international and other processes
with intersections of issues of race, class, and gender, power,
politics, and capital and how they influence urban educational
leadership. We also included place and space-based theories and
discourses that influence urban realities, which include (but were
not limited to): networks, assemblages, safe/brave space,
placemaking, flow, thirdspace, homeplace, and urbanormativity.
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