Collaborative Inquiry for Equity: Discipline and Discomfort

Autor/in	Winkelman, Peg
Titel	Collaborative Inquiry for Equity: Discipline and Discomfort
Quelle	In: Planning and Changing, 43 (2012) 3-4, S.280-293 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Inquiry; Cooperative Learning; Educational Administration; Administrator Education; Problem Based Learning; Assignments; Skill Development; Leadership Qualities; Social Justice; Program Development; Student Projects; Beliefs; Group Dynamics; Advocacy; Change Agents; Interpersonal Competence; Teaching Methods; College Students; Leadership Training; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Problem-based learning; Problemorientiertes Lernen; Assignment; Auftrag; Zuweisung; Kompetenzentwicklung; Qualifikationsentwicklung; Führungseigenschaft; Soziale Gerechtigkeit; Programmplanung; Schulprojekt; Belief; Glaube; Gruppendynamik; Sozialanwaltschaft; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Führungslehre; Kalifornien
Abstract	In this study the discipline of collaborative inquiry is employed to prepare aspiring administrators to lead for equity. Educational leadership students are required to conduct a site-based collaborative inquiry resulting in an Equity Plan signature assignment. As they develop their Equity Plans, emerging leaders also participate in a collaborative inquiry cycle with their classmates: examining equity issues, formulating questions, analyzing and discussing further data to be gathered, researching resources and determining actions. This descriptive study examines the question: What dispositions are exhibited and what actions are taken as emerging leaders conduct equity-focused collaborative inquiries? An analysis of emerging leaders' reflections and work reveals (a) A movement from naïve beliefs that educational inequities don't exist in their schools to a recognition and naming inequities at their own sites, (b) An appreciation of the importance of collaborating with others to identify inequities and to address root causes, (c) A developing vision of their role as advocates for the least-served students and families, and (d) A transition from passive bystander to active reformer taking action on behalf of students and their families. Through the collaborative inquiry process, educational leadership students question the status quo of institutional practices and develop a level of comfort with the discomfort inherent in leading for equity. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01