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Full-Text Articles in Education
Unalienated Recognition At The Core Of Meaningful Exchange Between School And Community. A Response To "Unalienated Recognition As A Feature Of Democratic Schooling", Robin R. Sears
Democracy and Education
I apply the concept of unalienated recognition as a form of democratic exchange, introduced by Rheingold (2012), to a different educational setting. Through a case study of the School for Field Studies international environmental programs, that are, like Rheingold’s study school, field based and community centered, I explore the hypothesis that today’s undergraduate students’ desire to serve and to solve can be usefully harnessed in formal coursework and research to address real problems at their foundation. I link the cases by building on Rheingold’s use of the concept of boundary objects as an organizing principle behind the success in motivating …
Educational Leadership Or Followership?, David Gabbard
Educational Leadership Or Followership?, David Gabbard
Democracy and Education
Opponents of the neoliberal privatization of schools must be cautious in formulating their opposition so as not to situate themselves as the defenders of an otherwise indefensible status quo. Though we might expect professors in traditional university-based educational-leadership programs to protect their institutional self-interests and their traditional monopoly on the preparation of school leaders against the challenge presented by Eli Broad’s Superintendents Academy, do we know for a fact that the curriculum of Broad’s Academy differs significantly from their own programs? It would be hard for us to name very many professors who have defended those programs as bastions of …
Dialogic Ethics: Leadership And The Face Of The Other, Karen Lollar
Dialogic Ethics: Leadership And The Face Of The Other, Karen Lollar
Journal of the Association for Communication Administration
Foundational to a relational ethic is the belief that healthy human existence requires respect for others, respect that does not work to reduce their otherness to the sameness that is familiar. It is not enough that the face of another person arouses awareness. What pragmatic action does it require? This article explores the application of a Levinasian ethic on day-to-day practice in the academy. Weaving together short vignettes from daily work practice with principles of ethics from Emmanuel Levinas (1969, 1997), the author concludes with a vision of the possibility of creating a dwelling place based on dialogic ethics as …