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Full-Text Articles in Education
Combating Hegemonic Discourse In An Online Multicultural Leadership Course: A Narrative Study Of An Instructor And Student Working At Tandem For Social Justice, Azadeh F. Osanloo, Tim W. Hand
Combating Hegemonic Discourse In An Online Multicultural Leadership Course: A Narrative Study Of An Instructor And Student Working At Tandem For Social Justice, Azadeh F. Osanloo, Tim W. Hand
Administrative Issues Journal
This narrative study examines hegemonic discourse in an online multicultural leadership course by translating e-narrative analysis findings into implications for social justice and recommendations for andragogical strategies. These strategies specifically address hegemonic discourse within an online educational environment. The setting for this article is a graduate level class in Multicultural Leadership geared toward Masters’ students in an educational leadership program. Through the e-narrative analysis, four themes emerged that characterized the hegemonic discourse: rejecting social justice; wooing white privilege; he oppressive “other,” and telling it straight. Based on the findings and implications surrounding the research questions, four andragogical strategies were recommended: …
Learning To Lead: A Social Justice Perspective On Understanding Elementary Teacher Leadership In Papua New Guinea, Joanne Brownlee, Laura Scholes, Ann Farrell, Julie Davis, Donna Cook
Learning To Lead: A Social Justice Perspective On Understanding Elementary Teacher Leadership In Papua New Guinea, Joanne Brownlee, Laura Scholes, Ann Farrell, Julie Davis, Donna Cook
Australian Journal of Teacher Education
Leadership in elementary education is currently recognized as a political imperative in Papua New Guinea (PNG), as the nation develops strategies towards equitable access to schooling. One recent initiative aimed at building educational leadership was an intensive Australian Leadership Award Fellowship (ALAF) program funded by AusAID, involving a group of 10 teacher trainers from PNG. As part their involvement participants completed self-authored journal entries at the beginning and end of the leadership program. Participants were also involved in focus groups after completion of the initiative. Referring to the experiences of these teacher trainers, this paper draws on Nancy Fraser’s (2005, …
Schools/Citizen Science. A Response To "The Future Of Citizen Science", Matthew Weinstein
Schools/Citizen Science. A Response To "The Future Of Citizen Science", Matthew Weinstein
Democracy and Education
This paper builds on Mueller, Tippins, and Bryan's paper to ask how neoliberal restructuring impacts the form of appropriate and possible democratic science/education. It examines the compatibilities between antidemocratic tendencies of current schooling and common forms citizen science. It also clarifies several details regarding the street-medic movement. The paper suggests that distinguishing between democracy as participation and democracy as opposition would help clarify the appropriate forms, limits, and possibilities of democratic forms of science in schooling.