Preparing school administrators for democratic authority: A critical approach to graduate education

Quantz, Richard A.; Cambron-McCabe, Nelda; Dantley, Michael E.

doi:10.1007/bf01120234

Cited by 14 publications

(7 citation statements)

References 4 publications

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“…11 The issue of emancipatory leadership has been taken up by others, though this discourse is marginal to the larger field of educational administration. For example, see Foster (1986), Quantz, Cambron-McCabe, and Dantley (1991), and Maxcy (1991). engineering can be seen clearly in both the business community and the academic community.…”

Section: A Language Of Critique and Possibilitymentioning

confidence: 98%

Educational Leadership and the Crisis of Democratic Government

Giroux

1992

Educational Researcher

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This article is organized around three major assumptions. First, it argues that the current crisis of American schooling is symptomatic of a broader crisis in the meaning and practice of American democracy. Second, it contends that the dominant approaches to educational reform, particularly America 2000, appear to be at odds with educating students to be informed, critical citizens capable of actively participating in shaping and governing a democratic society. Third, it calls for educators to refashion educational leadership through a language of critique and possibility that expands and deepens the possibility for cultural and political democracy. In short, the article suggests that educational reformers need to expand the purpose and promise of schooling beyond the narrow interests of the marketplace, view multicultural education as central to living in a democratic society, refuse to equate nationalism with monoculturalism, and substitute the language of community, solidarity, and public responsibility for the current emphasis on choice and individual competitiveness.

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Section: A Language Of Critique and Possibilitymentioning

confidence: 98%

Educational Leadership and the Crisis of Democratic Government

Giroux

1992

Educational Researcher

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“…Elsewhere, I found that some administrators see the democratic process as isolated to shared decision making (Doyle, 2003). Others argue that democracy involves both process and purpose (Purpel, 1988;Quantz, Cambron-McCabe, & Dantley, 1991). Furman and Starratt (2002) argue that schools should use Strike's (1999) definition of "thick" democracy, one that incorporates the idea that schools do more than develop skills and knowledge for the marketplace; more than what Bellah, Madsen, Sullivan, Swidler, and Tipton (1985) referred to as "utilitarian individualism."…”

Section: Inclusion Models "Thick" Democracymentioning

confidence: 99%

Inclusion: The Unifying Thread for Fragmented Metaphors

Doyle¹

2004

Journal of School Leadership

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The fabric of educational leadership is changing. Murphy (2001) has suggested three new metaphors for educational leaders: moral stewards, builders of communities, and educators for school improvement. However, shifting priorities and contradictions between these metaphors could result in fragmentation within the field. This article discusses seven reasons why inclusion of all students, and in particular, students with disabilities, is the unifying thread that weaves these metaphors. Inclusion (a) facilitates discourse for social justice, (b) models democratic community, (c) shifts power, (d) is schoolwide reform, (e) restructures and recultures, (f) targets teaching and learning, and (g) provides support and resources. Implications for educational leadership preparation are discussed.

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“…Because democracy cannot surrender conflict, these challenges are evolutionary aspects of the process for attaining deep democracy-democracy that is inclusive and critical, a process and a goal. As argued by Quantz, Cambron-McCabe, and Dantley (1991), there is often a confusion of democracy with pure process-the belief that as long as there is some form of participatory decision-making that democracy has been achieved. We argue, however, that democracy implies both a process and a goal, that the two, while often contradictory, cannot be separated.…”

Section: Introductionmentioning

confidence: 99%

Leadership Practices for Social Justice, Democratic Community, and Learning: School Principals’ Perspectives

Wasonga¹

2009

Journal of School Leadership

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The purpose of this qualitative study was to discover leadership practices that integrate social justice and democratic community for student learning. Data were gathered through focus group discussions with school principals. The responses were transcribed verbatim, coded, and analyzed for emerging themes. Leadership practices that were identified as themes in this study included shared decision making, advocacy, dispositions and relationships, and social control with purpose. Participants perceived public participation in decision making and "doing what is best for kids" as shared values. However, they were concerned that such participation was not always an honored ideal.

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Preparing school administrators for democratic authority: A critical approach to graduate education

Cited by 14 publications

References 4 publications

Educational Leadership and the Crisis of Democratic Government

Educational Leadership and the Crisis of Democratic Government

Inclusion: The Unifying Thread for Fragmented Metaphors

Leadership Practices for Social Justice, Democratic Community, and Learning: School Principals’ Perspectives

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