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.

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."

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.

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.

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.

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.