Exploring Social, Political, and Community Contexts and Meaning- Foreword by Fenwick W. English- Conclusion by Linda C. Tillman
Edited By Sonya Douglass Horsford
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.
Conclusion by Linda C. Tillman 293
# CONCLUSION From New Perspectives to New Practices: Where Will Our Imagination Lead Us? Linda C. Tillman The introduction to this book is titled “Re-Imagining Educational Leadership: New Perspectives and Contextual Considerations in the Field.” It is a title that is particularly appropriate for the book and for the field of educational leader- ship. More importantly, the ideas, concepts, and theoretical and empirical work presented in this book can help us to re-imagine both educational lead- ership and the U.S. educational system and society. They should also compel us to reflect on the promises and challenges facing school leaders in a complex racial, cultural, social, political and economic society. The current U.S. educational and societal context necessitates that school leaders carefully consider a multitude of factors that threaten to leave unimag- inable numbers of K-12 students underserved and undereducated in the rich- est and most powerful nation in the world. These factors include an unstable economic climate, increased numbers of children who live in poverty, are homelessness, and who suffer from emotional trauma; the shortage of teachers generally and a lack of content-certified teachers in key subject matter areas (e.g., science, math, special education); and a shortage of school leaders. All of these factors add to the complexity of school leadership. Authors in this book write about these and other issues that must be considered if we are to re- imagine and re-conceptualize educational leadership in ways that will lead to the education (rather than schooling) of all children regardless...
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