Exploring Social, Political, and Community Contexts and Meaning- Foreword by Fenwick W. English- Conclusion by Linda C. Tillman
This unique blend of empirical, theoretical, and conceptual research by both established and emerging scholars in the field directly acknowledges and addresses the demands of leading increasingly diverse and complex school communities. Topics include: the social and cultural dynamics of leadership, reflective practice, politics of equity and adequacy, critical servant leadership, and the possibilities of transformative leadership within these dynamic educational contexts.
As a primary or supplementary text in educational administration, leadership, and foundations courses, New Perspectives in Educational Leadership provides a much-needed complement to the traditional topics of instructional leadership and education management given the expanding and increasingly complex conditions that face educational administrators and school leaders today.
Foreword by Fenwick W. English vii
# FOREWORD New Voices, New Perspectives, New Spaces for Educational Leadership Thought and Practice Fenwick W. English For too long, the field of educational leadership has been mired in various forms of scholasticism. Scholasticism represents “the worshipping [of] exalted texts from the past which are regarded as containing the completion of all wisdom” and “eminence here goes to those persons who make themselves the most impressive guardians of the classics” (Collins, 1998, p. 31). Our field has seen the elongated and elaborate codification process in- volved with the creation of the Interstate School Leaders Licensure Consor- tium (ISLLC) and Educational Leadership Constituent Council (ELCC) Standards for the preparation of school leaders. This effort represented the culling of a limited number of job skills followed by a sort of census taking of selected practitioners upon which a national examination was created and used by the states in the licensure process. The leaders of this movement were engaged in scholasticism upon which the standardization process was subse- quently constructed. The result has been not only the miniaturization of the field, but its resultant stagnation intellectually and conceptually (English, 2003, 2008; English and Papa, 2009). Collins (1998) has indicated that the intellectual growth of a field or an area is centered on conflict rather than consensus because “conflict is the en- ergy source of intellectual life…” (p.1). It is with this caveat in mind that I wel- come the publication of New Perspectives in Educational Leadership: Exploring New Perspectives in Educational Leadership viii...
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