This is a commentary on Eteinne Wenger’s keynote presentation at the California Association of Pr... more This is a commentary on Eteinne Wenger’s keynote presentation at the California Association of Professors of Educational Administration (CAPEA) conference held in 2012. The focus of the paper is on Wenger’s work regarding communities of practice (Wenger, 1999; Wenger, McDermott, & Synder, 2002). The ideas shared by Wenger offer promise for bringing about greater equity and quality to the field of educational leadership.
Franca Dell’ Olio Loyola Marymount University Albert Jones California State University, Los Angel... more Franca Dell’ Olio Loyola Marymount University Albert Jones California State University, Los Angeles Susan Jindra California State University, San Bernardino Linda Jungwirth Pepperdine University Delores B. Lindsey California State University, San Marcos Randall B. Lindsey California State University, Los Angeles Philip Mirci University of the Redlands Linda Purrington Pepperdine University Thelma Moore-Steward California State University, San Bernardino Chris Thomas University of San Francisco Cheryl Ward California State University, San Diego Peg Winkelman California State University, East Bay Don Wise California State University, Fresno
We live in an era of unique challenges requiring us to face a new reality mired in information ov... more We live in an era of unique challenges requiring us to face a new reality mired in information overload for the 21st Century. This new reality emphasizes the critical need for educational leaders who can think and act systemically rather than bureaucratically. The bureaucratic model inherited from the Industrial Era still prevails in many educational organizations, and consequently the leader’s role is defined by the structure and function of this model. Deviation from the bureaucratic model requires leaders who are systems thinkers and who can effectuate necessary sustainable change and innovative practice within this model. In this article we discuss (a) the concept of systems thinking to promote organizational change within a bureaucratic model, (b) the role of adult learning theory in the process of change, and (c) the use of Cambourne’s Conditions of Learning (1988) as one model for developing the personal reflection that may lead to achieving sustainable change within the system.
This article contributes to a discussion about educational leadership programs related to social ... more This article contributes to a discussion about educational leadership programs related to social justice and diversity. It focuses on the development of social justice leaders through a doctoral program that culminates in a Doctorate in Educational Justice. The program’s design is intended to empower graduates to act with hearts liberated through moral courage and competency in social discourse as a form of identity.
We used prototype theory to illustrate the concept of social justice in school settings, particul... more We used prototype theory to illustrate the concept of social justice in school settings, particularly as it might inform the education of school leaders. Using expert input, we developed descriptions of school setting actions predicted to be perceived as prototypical of social justice in education, as well as of actions that were predicted to be either peripheral or antithetical to the construct. Panels of (a) social justice education faculty and (b) students in social justice-oriented school leadership doctoral programs rated the extent to which each of these resulting 46 actions characterized social justice. Data were analyzed to map the concept.
Educational Leadership and Administration Teaching and Program Development, 2008
This article contributes to a discussion about educational leadership programs related to social ... more This article contributes to a discussion about educational leadership programs related to social justice and diversity. It focuses on the development of social justice leaders through a doctoral program that culminates in a Doctorate in Educational Justice. The program's design is intended to empower graduates to act with hearts liberated through moral courage and competency in social discourse as a form of identity.
Educational Leadership and Administration Teaching and Program Development, 2010
We live in an era of unique challenges requiring us to face a new reality mired in information ov... more We live in an era of unique challenges requiring us to face a new reality mired in information overload for the 21st Century. This new reality emphasizes the critical need for educational leaders who can think and act systemically rather than bureaucratically. The bureaucratic model inherited from the Industrial Era still prevails in many educational organizations, and consequently the leader's role is defined by the structure and function of this model. Deviation from the bureaucratic model requires leaders who are systems thinkers and who can effectuate necessary sustainable change and innovative practice within this model. In this article we discuss (a) the concept of systems thinking to promote organizational change within a bureaucratic model, (b) the role of adult learning theory in the process of change, and (c) the use of Cambourne's Conditions of Learning (1988) as one model for developing the personal reflection that may lead to achieving sustainable change within the system.
This article uses a duoethnographic process to develop a model for socially just education based ... more This article uses a duoethnographic process to develop a model for socially just education based on social justice theory and Catholic social teaching. Three major issues are addressed, including: (a) the definition of socially just education, (b) explaining a vision for establishing socially just schools, and (c) providing a practical guide for educational leaders to promote social justice ideals. The authors propose a vision for socially just education that calls for schools to instill social justice virtues into young people, much as one would instill virtues such as morality, honesty, and fairness. As Pieper declared: "the good [person] is above all the just [person]" (p. 64).
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