Fostering Community and Civic Engagement in Low-Income Multicultural Schools through Transformative Leadership

Autor/inn/en	Bader, Barbara; Horman, Judith; Lapointe, Claire
Titel	Fostering Community and Civic Engagement in Low-Income Multicultural Schools through Transformative Leadership
Quelle	In: Exceptionality Education International, 20 (2010) 2, S.25-37 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Assistant Principals; Teachers; Citizenship Education; Low Income Groups; Student Diversity; Leadership Responsibility; Democratic Values; Interviews; Student Attitudes; Student Participation; Democracy; Transformational Leadership; Teacher Leadership; Teaching Methods; Critical Theory; Foreign Countries; High School Students; Neighborhood Schools; After School Programs; Interpersonal Relationship; Canada + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Lehrer; Lehrerin; Lehrende; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Interviewing; Interviewtechnik; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Demokratie; Lehrerfunktionsstelle; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kanada
Abstract	In this study, we examine how transformative leadership enables students from a low-income and multicultural neighbourhood to learn about democracy, responsible citizenship, and community engagement at school. As part of a graduate seminar on critical pedagogy and cultural studies in education, in-depth group interviews were conducted with students in three different schools. The objective of the study was to give voice to these students and to better understand how and why they had decided to become involved in a democracy-oriented school project. The paper focuses on the results obtained in one of the schools, located in a low-income multicultural neighbourhood, where the students' authentic process of community and civic engagement was facilitated by the transformative leadership of the principal, the assistant principals, and the teacher leaders. (Contains 2 footnotes.) (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10