Towards the Cultivation of Full Membership in Schools
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| Title: | Towards the Cultivation of Full Membership in Schools |
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| Language: | English |
| Authors: | Black, William R., Burrello, Leonard C. |
| Source: | Values and Ethics in Educational Administration. Nov 2010 9(1). |
| Availability: | Consortium for the Study of Leadership and Ethics in Education. Unit 30, 37 Doon Drive, London ON, CAN N5X 3P1. Web site: http://www.ucea.org/initiatives/ucea-centre-study-leadership-ethics/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Student Diversity, Values, Educational Practices, Social Bias, Moral Values, School Culture, Student School Relationship, Inclusion, Cultural Pluralism, Interpersonal Relationship, Family Involvement, Student Centered Learning, Equal Education, Disabilities, Racial Differences, Ethnicity, Minority Group Students, Democratic Values |
| ISSN: | 1703-5759 |
| Abstract: | Students of color, students with language differences, and students with disabilities tend to get caught up in marginalizing institutional practices that continue uninterrupted in school communities where an anemic sense of membership is informed by technical literacy rather than moral literacy. In these schools, administrators, teachers, students, and community leaders are incapable and/or unwilling to disrupt values, labels, and assumptions that sustain non-membership (Capper & Frattura, 2009; McKenzie & Scheurich, 2004; Valencia, 1997). In this article, the authors seek to develop a conceptualization of full student membership in school communities. Educational communities characterized by full membership pay particular attention to inclusion, which the authors define not as an outcome, but rather a process concerned with "learning how to live with difference, and learning how to learn from difference" (Ainscrow, 2007, p.155). As such, inclusionary leadership does not solely strive to erase or assimilate difference, but rather it seeks to learn from difference. |
| Abstractor: | ERIC |
| Number of References: | 29 |
| Entry Date: | 2018 |
| Accession Number: | EJ1186408 |
| Database: | ERIC |
| Abstract: | Students of color, students with language differences, and students with disabilities tend to get caught up in marginalizing institutional practices that continue uninterrupted in school communities where an anemic sense of membership is informed by technical literacy rather than moral literacy. In these schools, administrators, teachers, students, and community leaders are incapable and/or unwilling to disrupt values, labels, and assumptions that sustain non-membership (Capper & Frattura, 2009; McKenzie & Scheurich, 2004; Valencia, 1997). In this article, the authors seek to develop a conceptualization of full student membership in school communities. Educational communities characterized by full membership pay particular attention to inclusion, which the authors define not as an outcome, but rather a process concerned with "learning how to live with difference, and learning how to learn from difference" (Ainscrow, 2007, p.155). As such, inclusionary leadership does not solely strive to erase or assimilate difference, but rather it seeks to learn from difference. |
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| ISSN: | 1703-5759 |
