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Innovative Approaches to Educational Leadership

Selected Cases


Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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What are the purposes of higher education? When undergraduates “declare their majors,” they agree to enter into a world defined by the parameters of a particular academic discourse—a discipline. But who decides those parameters? How do they come about? What are the discussions and proposed outcomes of disciplined inquiry? What should an undergraduate know to be considered educated in a discipline? How does the disciplinary knowledge base inform its pedagogy? Why are there different disciplines? When has a discipline “run its course”? Where do new disciplines come from? Where do old ones go? How does a discipline produce its knowledge? What are the meanings and purposes of disciplinary research and teaching? What are the key questions of disciplined inquiry? What questions are taboo within a discipline? What can the disciplines learn from one another? What might they not want to learn and why?

Once we begin asking these kinds of questions, positionality becomes a key issue. One reason why there aren’t many books on the meaning and purpose of higher education is that once such questions are opened for discussion, one’s subjectivity becomes an issue with respect to the presumed objective stances of Western higher education. Academics don’t have positions because positions are “biased,” “subjective,” “slanted,” and therefore somehow invalid. So the first thing to do is to provide a sense—however broad and general—of what kinds of positionalities will inform the books and chapters on the above questions. Certainly the questions themselves, and any others...

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