Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators.
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| Title: | Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators. |
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| Authors: | Capper, Colleen A. (AUTHOR), Young, Michelle D. (AUTHOR) |
| Source: | Theory Into Practice. Apr2014, Vol. 53 Issue 2, p158-164. 7p. |
| Subjects: | Educational leadership, Social justice, Inclusive education, Education of students with disabilities, Academic achievement |
| Abstract: | In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of superheroes from critical collaborative leadership. Although we discuss each issue separately, these conceptions are interrelated and intersecting. We conclude with a call to educators for social justice to change their work in several fundamental ways. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 95431505 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Capper%2C+Colleen+A%2E%22">Capper, Colleen A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Young%2C+Michelle+D%2E%22">Young, Michelle D.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+Into+Practice%22">Theory Into Practice</searchLink>. Apr2014, Vol. 53 Issue 2, p158-164. 7p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+students+with+disabilities%22">Education of students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of superheroes from critical collaborative leadership. Although we discuss each issue separately, these conceptions are interrelated and intersecting. We conclude with a call to educators for social justice to change their work in several fundamental ways. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=95431505 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00405841.2014.885814 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 158 Subjects: – SubjectFull: Educational leadership Type: general – SubjectFull: Social justice Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Education of students with disabilities Type: general – SubjectFull: Academic achievement Type: general Titles: – TitleFull: Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Capper, Colleen A. – PersonEntity: Name: NameFull: Young, Michelle D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 00405841 Numbering: – Type: volume Value: 53 – Type: issue Value: 2 Titles: – TitleFull: Theory Into Practice Type: main |
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