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New Perspectives in Educational Leadership

Exploring Social, Political, and Community Contexts and Meaning- Foreword by Fenwick W. English- Conclusion by Linda C. Tillman


Edited By Sonya Douglass Horsford

New Perspectives in Educational Leadership examines educational administration and leadership within the complex social, political, and community contexts that inform and influence the work of today’s educational leaders. With particular attention to the implications and larger contexts of shifting demographics, high-stakes accountability, and globalization on schools and society in the twenty-first century, this volume seeks to advance lines of inquiry presented in other areas of education research, that have yet to be fully explored or imagined in the field of educational leadership.
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.


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PART 1 Theory, Research, and Practice


# PART ONE Theory, Research, and Practice # CHAPTER 1 Educational Leadership and the Shaping of School Culture: Classic Concepts and Cutting-Edge Possibilities Jeffrey S. Brooks and Mark T. Miles Research on educational leadership and school culture has largely focused on how administrators understand and influence the norms, behaviors, mores, values, beliefs, visions, and missions of schools (e.g., Fullan, 2001; Deal & Pe- terson, 1999). Schools are primarily conceived as organizational groups (e.g., Cunningham & Gresso, 1993; Deal & Peterson, 1991; Westheimer, 1998), and to a lesser extent, loose collections of organizational subgroups (e.g., Brooks & Jean-Marie, 2007). While certainly useful and insightful in some respects, these foci have shortcomings. In particular, studies of the social and cultural dynamics of school leadership can be critiqued in at least five ways: (a) the business leadership is not school leadership critique; (b) the difference- blind critique; (c) the rhetoric over reality critique; (d) the lost individuality critique, and (e) glocal critique. At best, such shortcomings are simply gaps in the literature that help point the way for future scholars. At worst, the shortcomings of this knowl- edge base mean that it has potentially been harmful to generations of students and educational leaders who have based their practice on irrelevant or mis- conceived research that may even do harm to students under the pretense of helping improve their educational experience. The purpose of this chapter is to review literature in educational leadership focused on two primary concep- New Perspectives in Educational Leadership 8 tual frameworks used to...

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