Education Commons^™

Leadership For Social Justice: Authentic Participation In The Case Of A Community Center In Caracas, Venezuela, Katia Paz Goldfarb, Jaime Grinberg

Department of Educational Foundations Scholarship and Creative Works

This is a case study of a leader who fosters authentic participation for advancing social justice in an urban community center in Caracas, Venezuela, located in the midst of poverty, marginality, and social and economic alienation. This educational space enables the local community to control the destiny of their own institution. Learning from this case, we argue that urban educational transformation might succeed in terms of practicing social justice, if leadership facilitates and creates urban sanctuaries by working with the communities and not on the communities; fosters an organizational structure that is flexible and democratic; and creates a safe (trusting) …

Volume 16, No. 1

Thinking: The Journal of Philosophy for Children

Auriac­-Peyronnet, Emmanuelle and Marie­-France Daniel. “A Case Study of Pupils Aged 11 and 12 Years.” 23-­31.

Hall, Darcy. “Is Elfie a Human or a Rabbit?” 49­-50.

Kohan, Walter. “Education, Philosophy and Childhood: The Need to Think an Encounter.” 4­-11.

Lushyn, Pavel. “The Paradoxical Nature of Eco Facilitation In the Community Of Inquiry.” 12-­17.

Matthews, Gareth B. “Thinking in Stories: The Little Prince by Antoine de Saint­Exupery.” 1.

Sukhomlinska, Olga. “Philosophizing with Children In soviet Ukraine: The Heritage of Vasyl Sukhomlinky.” 42­-48.

Thayer­Bacon, Barbara. “An Exploration of Myles Horton’s Caring Reasoning at Highlander Folk School.” 32­-41.

Vazquez, Stella Maris. “Argumentative Text: …

Volume 16, No. 2

Thinking: The Journal of Philosophy for Children

Cleary, John. “Friendship.” 32.

Gregory, Maughn Rollins. “Are Philosophy and Children Good for Each Other?” 9­-11.

Hall, Darcy. “Were Numbers (and Computers) Discovered or Invented?” 44-­45.

Heesen, Beerie. “In Memoriam.” 33.

Laverty, Megan. “Philosophy for Children and The Consolation of Philosophy.” 14-­17.

Lipman, Matthew. “Where to P4C?” 12-­13.

Matthews, Gareth B. “Thinking in Stories: The Little Prince by Antoine de Saint­Exupery.” 1.

Rorty, Amelie Oksenberg. “Socrates and Sophia Perform the Philosophic Turn.” 18­-24.

Seon­-Hee, Jo. “Imagination in Community of Inquiry.” 39-­43.

Sharp, Ann Margaret. “Nakeesha and Jesse.” 4-­8.

Sigurdardottir, Brynhildur. “Imagination.” 34-­38.

Implementing Inclusive Early Childhood Education: A Call For Professional Empowerment, Leslie C. Soodak, Elizabeth Erwin, Pam Winton, Mary Jane Brotherson, Ann P. Turnbull, Marci J. Hanson, Linda M.J. Brault

Department of Teaching and Learning Scholarship and Creative Works

We present two scenarios involving a family's experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing the available research-based information to facilitate inclusive early childhood education. The influence and role of each stakeholder group (i.e., families, administrators, practitioners, college and university faculty, researchers) are discussed. We suggest that to move from mediocrity to excellence in providing inclusive early childhood education, professional empowerment must occur at the individual and program levels.