Literaturnachweis - Detailanzeige
| Autor/inn/en | Hernandez, Frank; Murakami, Elizabeth T.; Cerecer, Patricia Quijada |
|---|---|
| Titel | A Latina Principal Leading for Social Justice |
| Quelle | In: Journal of School Leadership, 24 (2014) 1, S.568-598 (31 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Racial Identification; Hispanic Americans; Principals; Case Studies; Elementary Schools; Primary Education; Social History; Racial Factors; Social Class; Gender Issues; Cultural Influences; Whites; Teacher Student Relationship; Family School Relationship; Educational Discrimination; Social Justice; Instructional Leadership; Student Needs; Women Administrators; Critical Theory; Phenomenology; Interviews; Secondary Schools; Coding; Barriers; Expectation Hispanic; Hispanoamerikaner; Principal; Schulleiter; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Primarbereich; Sozialgeschichte; Social classes; Soziale Klasse; Geschlechterfrage; Cultural influence; Kultureinfluss; White; Weißer; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Weibliche Führungskraft; Kritische Theorie; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Sekundarschule; Codierung; Programmierung; Expectancy; Erwartung |
| Abstract | In this study, the role that racial identity plays among Latina school principals is examined through a case study of a principal in a K-3 elementary school. Based on a Latina/o critical race framework and a phenomenological research approach, the study explores the degree to which having a strong understanding of one's racial identity formation may fuel leadership practices geared toward social justice. The sociocultural and historical implications of how race, class, and gender get operationalized in the identity of this Latina leader are surfaced through the following: growing up living and understanding students' experiences; understanding the Latino family and advocating for community engagement; having high expectations for students of color by creating bridges between White teachers and students of color, as well as between families of color and White teachers; and having high expectations for students and an acute awareness of discriminatory practices in education. This study brings lessons related to improving the conditions of students of color through principals who are willing to reflect on their values, beliefs, and practices and to explore how these values and beliefs influence their work with students, families, and communities. (As Provided). |
| Anmerkungen | Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
