The «New» Foundations of Teacher Education – A Reader – Revised edition
Edited By Eleanor Blair
2. Transforming Educational Leadership Without Social Justice? Looking at Critical Pedagogy as More Than a Critique, and a Way Toward “Democracy”
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Transforming Educational Leadership Without Social Justice?
Looking at Critical Pedagogy as More Than a Critique, and a Way Toward “Democracy”1
One thing we know for sure, as common wisdom has it, is that you can always count on change. Change is everywhere, we are told constantly. We are about change, political parties extoll. If you don’t change, you’ll be left behind, is what we are taught. While advertisers, business gurus, pundits, and highly remunerated futurists all agree that change is in the air, that progress is the way to go, and that evolution means embracing change, I’m left wondering: what type of change, defined by whom, for whom, contextualized, understood, and embraced in what manner, by whom, and why? If change is a certainty, as we are led to believe, then why is there still poverty? One would think that social inequities—including racism, sexism, income gaps, homelessness, religious intolerance, discrimination of all forms, and so on—would be history; that, with all of the change going on, there would be no room for such anti-change variables. While, undoubtedly, much has changed—and there is evidence of this—social inequities, in many regards, are widening, not dissipating. This, I would argue, relates to power and how it is exercised, challenged, and considered. This chapter on transformative leadership, building on the work of Carolyn Shields (2004, 2010), takes the posture that power is...
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