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Lewis and Clark Graduate School of Education and Counseling
Elementary and Middle and Secondary Education Administration
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Articles 1 - 4 of 4
Full-Text Articles in Education
“I Didn’T See It As A Cultural Thing”: Supervisors Of Student Teachers Define And Describe Culturally Responsive Supervision, Linda B. Griffin, Dyan Watson, Tonda Liggett
“I Didn’T See It As A Cultural Thing”: Supervisors Of Student Teachers Define And Describe Culturally Responsive Supervision, Linda B. Griffin, Dyan Watson, Tonda Liggett
Democracy and Education
Student teaching supervisors can play an integral role in teacher candidates’ ability to understand and enact culturally responsive pedagogy (CRP). However, supervisors may lack the awareness, knowledge, skill, or willingness to serve as culturally responsive supervisors. This paper reports the findings from a qualitative study to find out how supervisors described and supported CRP. We found that supervisors hold unsophisticated views of CRP and face the following challenges enacting culturally responsive supervision: feelings of inadequacy, difficulty talking about race, color-blind orientations, and a tendency to purposefully avoid race talk. We provide recommendations for professional development to address these challenges and …
Social Justice Leadership In The Becoming. A Response To "Educational Leadership Or Followership?", Vachel W. Miller
Social Justice Leadership In The Becoming. A Response To "Educational Leadership Or Followership?", Vachel W. Miller
Democracy and Education
In this letter, I respond to comments from David Gabbard regarding my article on the Broad Superintendents Academy. Energized by Gabbard’s critique, my letter points toward a position for educational leaders that works both within and against dominant systems. I ask: How can we model in our own communities the kind of caring, inclusion, and dialogic relations that we espouse in our graduate seminars? This type of leadership carries the challenge of working in ways that are both effective and subversive, both oppositional and affirmative.
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 …
The Broad Challenge To Democratic Leadership: The Other Crisis In Education, Vachel W. Miller
The Broad Challenge To Democratic Leadership: The Other Crisis In Education, Vachel W. Miller
Democracy and Education
This article interrogates the workings of the Broad Superintendents Academy, as a specific illustration of the influence of venture philanthropy in American public education. It introduces the Broad Foundation’s agenda for educational leadership training, foregrounding how it frames the problem of leadership and the implications of such training for critical democratic governance of educational systems. As it shapes public consciousness of the “crisis” in education, the Broad Foundation confuses an indicator of equity with the more fundamental construction of an equitable society. The Broad education agenda seeks to disenfranchise local communities by concentrating power in the hands of superintendents bent …