Developing a Theory of Critical Forgiveness in Educational Leadership

Autor/inn/en	Marshall, Joanne M.; Marsh, Tyson E. J.
Titel	Developing a Theory of Critical Forgiveness in Educational Leadership
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 35 (2022) 3, S.247-264 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.2003893
Schlagwörter	Instructional Leadership; Interdisciplinary Approach; Emotional Response; Interpersonal Relationship; Power Structure; Transformational Leadership; Cognitive Processes; Critical Theory; Equal Education; Educational Practices; Social Justice; Spiritual Development; Minority Groups; Educational Philosophy + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Cognitive process; Kognitiver Prozess; Kritische Theorie; Bildungspraxis; Soziale Gerechtigkeit; Ethnische Minderheit; Bildungsphilosophie; Erziehungsphilosophie
Abstract	The purpose of this paper is to introduce a theory of critical forgiveness, which we define as a cognitive choice or emotional change towards healing relationships after injustice has occurred, while considering the power and privilege of those involved. We suggest that critical forgiveness is especially applicable to research and practice in schools, where relationships are central, and for transformational leadership that seeks to right inequities. Critical forgiveness builds on both critical theory and cross-disciplinary research on forgiveness to offer an alternative framework for restoring justice. That restoration is essential for positive relationships in schools as well as for providing a more equitable learning environment for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01