Understanding Emancipatory Forms of Educational Leadership through Schooling Justice Work: An Action Research Study into Second Chance Schooling Development

Autor/inn/en	Bills, Andrew; Cook, Jenni; Giles, David
Titel	Understanding Emancipatory Forms of Educational Leadership through Schooling Justice Work: An Action Research Study into Second Chance Schooling Development
Quelle	In: School Leadership & Management, 35 (2015) 5, S.502-523 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2015.1107037
Schlagwörter	Foreign Countries; Academic Persistence; School Holding Power; Learner Engagement; Action Research; Nontraditional Education; Secondary Education; Dropouts; Instructional Design; Social Justice; Curriculum Development; Inclusion; Entrepreneurship; Instructional Leadership; Activism; Praxis; Community Colleges; Apprenticeships; Australia + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Non-traditional education; Alternative Erziehung; Sekundarbereich; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lesson concept; Lessonplan; Unterrichtsentwurf; Soziale Gerechtigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inklusion; Unternehmungsgeist; Instruction; Leadership; Bildung; Erziehung; Führung; Aktivismus; Politischer Protest; Community college; Community College; Apprenticeship; Lehre; Australien
Abstract	Concerned about the phenomena of early school leaving in our region, we are two teachers who initiated and developed a new school from the "ground up" to re-engage young people disenfranchised with schooling back into formalised learning. Using critical action research methodology over a three and a half year developmental period, this endeavour involved us in exercising particular dimensions of leadership to engineer a sustainable second chance school. Twelve years after its development, the school continues with enrolments of over 100 senior secondary students in recent years. The schooling justice work we pursued during the developmental period drew us into "emancipatory" leadership work that called us to be; (1) teacher activists embracing social entrepreneurial strategies imbued with (2) relational sensibilities, and (3) architects of socially just school design informed by (4) critical praxis within a university led professional learning community. The "second chance school" has re-engaged over 1000 students back into formalised learning since its inception and has offered pathways into post-school tertiary study, apprenticeships and training for the majority of these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01