Armed Love in School Leadership: Resisting Inequality and Injustice in Schooling

Autor/in	Rivera-McCutchen, Rosa L.
Titel	Armed Love in School Leadership: Resisting Inequality and Injustice in Schooling
Quelle	In: Leadership and Policy in Schools, 18 (2019) 2, S.237-247 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2019.1611867
Schlagwörter	Instructional Leadership; School Administration; Teaching Methods; Activism; Educational Quality; Educational Experience; Equal Education; Justice; Civil Rights; Disadvantaged; Low Income; Public Schools; High Stakes Tests; Principals; Administrator Attitudes; Resource Allocation; Critical Thinking; Power Structure; Political Influences; Professional Autonomy; Decision Making; Student Needs; Elementary Secondary Education; Poverty; New York (New York) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; Aktivismus; Politischer Protest; Quality of education; Bildungsqualität; Bildungserfahrung; Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Niedriglohn; Public school; Öffentliche Schule; Principal; Schulleiter; Ressourcenallokation; Kritisches Denken; Political influence; Politischer Einfluss; Berufsfreiheit; Decision-making; Entscheidungsfindung; Armut
Abstract	While the notion of "armed love" has been discussed in the context of pedagogy in a limited way, it stands to reason that teachers cannot do this work alone; school leaders must guide teachers by practicing and enacting armed love in their leadership. In this article, I borrow from prior conceptualizations of armed love and, applying it to the field of leadership and the activism of two school leaders, in particular, I argue that actively resisting forces that stand in the way of access to high-quality educational experiences and opportunities is a form of armed love and exactly the kind of leadership we need. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01