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Corrupted Principles and the Challenges of Critically Reflective Leadership

Christine Cunningham

Corrupted Principles and the Challenges of Critically Reflective Leadership documents the author’s research as a K-12 principal in an elite American International School in Bolivia. During those years she kept a daily journal of her work that revealed exactly how the school fabricated college transcripts and passed failing students and examines why the school remained unaccountable for its corrupt actions.
Against a backdrop of national crisis when Bolivia’s indigenous majority struggled to gain executive political power and invoke inclusive and pluralistic education reforms, this book details how the school’s plutocratic processes helped to guarantee that its wealthy young graduates would retain their privileged place in society.
As the title suggests, Corrupted Principles and the Challenges of Critically Reflective Leadership reveals the author’s professional Dilemma to remain true to her education ideals while leading a corrupt school. How she resolved this ethical predicament is the crux of this study and illuminates the challenges and inspiration of doing Critically Reflective Leadership.


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Appendix 239


Appendices Appendix A School Entry Negotiation Document School Year 2004-2005 (then 2005-2006) I, Christine Cunningham, am studying my PhD in Education at Murdoch University in Western Australia. As a part of my doctoral thesis I would like to conduct research at Colegio Americano by participant observa- tion. I can assure you that I will be conducting research with the ap- proval of my university’s Human Research Ethics Committee (HREC) which has very strict guidelines to follow when conducting research in a school setting. The topic of thesis is about Critically Reflective Practice in an American International School. The purpose of this study is to find out if substan- tive critical pedagogy and practice can be taught and modelled in an international school setting and to investigate how school administrative methods can be improved. Participants’ Rights and Researchers’ Responsibilities  Participants have the right to be fully informed about the nature of the cooperation involved and the possible costs and benefits to them. At the outset of each contact the researcher will inform the partici- pant about such matters. School members have a right not to be in- volved, not to answer questions and to withdraw from the project. However any material collected prior to withdrawal would be used in the database.  Participants have the right to have their privacy protected. This im- plies that the researcher will keep her involvement in the particular school confidential (except from the academic colleagues involved in the supervision and inspection of her work), This also...

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