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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 2 Contextual and Cultural Considerations


# PART TWO Contextual and Cultural Considerations # CHAPTER 6 Leading Schools in an Era of Change: Toward a “New” Culture of Accountability? Wayne D. Lewis and Lance D. Fusarelli For the last three decades, public education has undergone a major shift from input-based accountability toward performance-based and market-based sys- tems of accountability. This shift, begun during the Reagan Administration and supported by free-market conservatives, new Democrats such as former President Clinton, and generally accepted by the public writ large, has had a significant impact on schooling and school leadership in the United States. Given the current economic crisis, amidst the demand to do more with less, calls for increased accountability in all sectors are not surprising and are taking on ever-more serious tones, particularly in education, which represents the single largest state expenditure. The adoption of performance-based accountability systems signaled a sub- stantial shift in leadership, bringing the values and processes of the private sphere (measurement, commodification, merit pay, contracting out, school report cards, and high-stakes testing, among others) into the public sphere. Lubienski (2000) asserts that the ascendancy and expansion of free market ideology in education during the Reagan, Bush, Clinton, and Bush admini- strations was part of an overall “trend of elevating private goods over public goods” (p. 207). This movement, celebrated by conservatives who view the pri- vate sphere as “good” and the public (or government) sphere as “bad,” privi- leged the private over the public, resulting in school leaders’ performance New Perspectives in Educational Leadership...

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