From preservice leaders to advocacy leaders: exploring intersections in standards for advocacy in educational leadership and school counselling

Crawford, Emily R.; Arnold, Noelle Witherspoon; Ae, Brown

doi:10.1080/13603124.2014.931467

Cited by 15 publications

(10 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Principal counsellors who are responsible for the operation of a college need to be skilled in managing teams of people (Huffington, ) and in supporting the team members and maintaining the final responsibility for service provision (Crawford, Arnold, & Brown, ; Sammut, ). This need is not addressed in any of the counsellor‐training courses offered locally (University of Malta , ).…”

Section: Reflections and Discussionmentioning

confidence: 99%

Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

Falzon

Galea

et al. 2019

Couns and Psychother Res

View full text Add to dashboard Cite

Maltese counsellors working in schools are, at times, just making ends meet due to lack of human resources and work schedules. ‘Why do our students/children have to repeat the same story to so many professionals?’ teachers/parents angrily query. This autoethnographic study voices our professional experiences as authors and participants. This empowers us to be advocates for our young clients. Collaborative autoethnography (CAE) methodology best fits our research question as we ‘seek to discover and systemically analyze (graphy) personal experience (auto)…understand cultural experience (ethno)’ (Ellis, Adams, & Brochner, 2011, p. 273). Our writing and reflections conclude that best practices include counsellors who work, at least, in pairs within transdisciplinary teams at one school for cycles of five years, with clarity of roles across professionals.

show abstract

Section: Reflections and Discussionmentioning

confidence: 99%

Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

Falzon

Galea

et al. 2019

Couns and Psychother Res

View full text Add to dashboard Cite

show abstract

“…The development of critical consciousness and asset-based thinking are essential components of one’s social justice identity, as people with strong social justice identity highly value diversity and recognize the many strengths associated with diverse groups (Brown, 2004; Furman, 2012; Terrell & Lindsey, 2009; Theoharis & Scanlan, 2015). Critical consciousness allows principals to recognize areas and systems within their schools and communities that foster marginalization, which then promotes focus on disrupting inequitable systems and creating change (Crawford, Arnold, & Brown, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Actions and Attitudes Regarding Middle-Grade LGBTQ Students: Principals’ Perspectives

Boyland

Kirkeby

Boyland

2019

Journal of School Leadership

View full text Add to dashboard Cite

This study examined Indiana public middle school principals’ perceptions of school conditions and stakeholders’ attitudes regarding middle-grade lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Principals’ responses revealed that inclusive school environments and caring faculty members were prominent factors in successfully providing support to middle-grade LGBTQ students, while the negative attitudes of some parents, community members, and school staff members were barriers to supporting LGBTQ youth. Principals’ self-reported attitudes toward LGBTQ students were favorable and were found to be statistically significant in predicting their reports of school stakeholders’ attitudes, especially teachers. Implications for principal preparation programs and recommendations for school leadership practice are discussed.

show abstract

“…Bogotch (2014) goes even further, asserting that, "Educational leaders have a moral and political responsibility to educate (attend to) others -both children and adults -about the dynamics of power" (p. 52). Crawford, Witherspoon, & Brown (2014) argue that advocacy leadership skills include the ability to successfully communicate key ideas with others, the capacity to synthesize and present data, a creative ability to generate solutions, and the wherewithal to promote the development of policies that protect marginalized students.…”

Section: Components Of Superintendent Social Justice Leadershipmentioning

confidence: 99%

Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border

DeMatthews

Izquierdo

Knight

2017

EPAA

View full text Add to dashboard Cite

Abstract:The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy resea rch. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that "disappeared" hundreds of Mexican and MexicanAmerican students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies Education Policy Analysis Archives Vol. 25 No. 1 2 specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research. Keywords: bilingual education; dual language education; superintendent; social justice; leadership Corrigiendo errores pasados: El liderato enfocado en la justicia social de un superintendente para la educación en dos idiomas a través de la frontera de México y los Estados Unidos Resumen: El rol de los superintendentes en la adopción y el desarrollo de la educación bilingüe y otras reformas orientadas a la equidad que apoyan las necesidades especiales de los estudiantes bilingües es una área relativamente inexplorada en el liderato educativo y en la investigación de las pólizas educativas. Este artículo examina cómo un superintendente en el Distrito Escolar Independiente de El Paso (EPISD) se involucró en el liderato para abordar las injusticias contra los bilingües emergentes Mexicanos y México-Americanos a través de la implementación de la educación dual en todo el distrito. EPISD proporcionó un sitio estratégico para este estudio debido a que la administración y el superintendente anterior formaron parte de "un escándalo de trampa en exámenes que resulto en la desaparición" de cientos de estudiantes Mexicanos y México-Americanos. Este estudio destaca el importante rol que desempeña el superintendente en el apoyo a reformas escolares orientadas a la equidad, como la educación en dos idiomas, identifica acciones y valores específicos pertinentes al liderato de justicia social a nivel distrital y describe las maneras en que los líderes pueden aprovechar de las oportunidades políticas, formulando injusticias educativas de manera que movilizan a las partes interesadas y utilizan las redes y movimientos de base para la justicia social. Este artículo concluye con implicaci...

show abstract

From preservice leaders to advocacy leaders: exploring intersections in standards for advocacy in educational leadership and school counselling

Cited by 15 publications

References 30 publications

Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

Actions and Attitudes Regarding Middle-Grade LGBTQ Students: Principals’ Perspectives

Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border

Contact Info

Product

Resources

About