MARC Record from harvard_bibliographic_metadata

LEADER: 03170cam a2200337 a 4500
001 012651438-0
005 20110309101717.0
008 100409s2010 nyu b 001 0 eng
010 $a 2010012819
020 $a9781433108297 (pbk. : alk. paper)
020 $a1433108291 (pbk. : alk. paper)
020 $a9781433108303 (hardcover : alk. paper)
020 $a1433108305 (hardcover : alk. paper)
035 0 $aocn607083834
040 $aDLC$cDLC$dYDXCP$dC#P$dBWX$dCDX$dDLC
050 00 $aLB2806$b.M2236 2010
082 00 $a371.2$222
100 1 $aMalott, Curry,$d1972-
245 10 $aPolicy and research in education :$ba critical pedagogy for educational leadership /$cCurry Stephenson Malott.
260 $aNew York :$bPeter Lang,$cc2010.
300 $a203 p. ;$c23 cm.
490 1 $aEducation management,$x1947-6256 ;$vv. 4
504 $aIncludes bibliographical references (p. [193]-200) and index.
505 0 $aIntroduction: A call to action for educational leadership -- The foundations of educational leadership: toward a critical pedagogy -- Leadership, the world, and knowing -- The relationship between research and policy in education: an introductory outline -- Educational leadership critically examined: two historical examples -- Hegemonic trends in policy: the contested history of post-Civil War African American education -- Educational leadership and the cultural genocide of Native Americans: the boarding school experience and beyond -- In their words: educational leadership in K-12 -- An action research approach to educational leadership: an interview with Frank Brathwaite -- Educational leadership and critical pedagogy: an interview with Lauren Hoffman -- In their words: educational leadership in higher education -- The generosity of leadership: a cultural approach with David Whitehorse -- The educational leader as critical mentor: mapping the minefield with Sandy Grande -- Conclusion: Policy and the social construction of educational reality.
520 1 $a"There is a substantial body of important work that connects qualitative research and critical pedagogy at the level of teaching. Much of this literature is geared toward assisting teachers in becoming non-paternalistic agents of social change in their own classrooms. However, the connections between research and practice, from a critical pedagogical perspective, are far less frequently commented on at the level of policy. This book therefore seeks to provide educational leaders with a critical pedagogical approach to assess and reflect on their own work. The book is also designed to offer teachers and professors intellectual and practical tools for democratizing the leadership structures to which they are subjected." ""This is a powerful text that turns the concept of leadership on its head and puts it back on its feet again!" Peter McLaren, Professor, Graduate School of Education and Information Studies, University of California, Los Angeles"--Jacket.
650 0 $aEducational leadership.
650 0 $aEducation and state.
650 0 $aCritical pedagogy.
830 0 $aEducation management (New York, N.Y.) ;$vv. 4.
988 $a20110302
906 $0DLC