IEJLL: International Electronic Journal for Leadership in Learning
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227 research outputs found
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The Relevance of Rhetoric to the Study of Power in Communication and Communicative Adequacy, 10(10)
No full textThe central focus in this article is that how language is used can constitute the basis for power relations. In the first place, power functions through linguistic expressions in relationships of superiority and subordination (commands, reprimands etc.). Secondly, language acts can appear as representations of discourse, i.e. linguistic and cognitive conventions that contribute to squeezing out certain subjects and opinions as being inappropriate. Thirdly, the rhetorical effectiveness of propositions will depend on the linguistic perspectivizing in the propositions. This last-mentioned position can be teased out through rhetorical analysis of language use. The power perspective, however, seems only partly to have been brought into recent rhetorical analysis. In this article, I attempt to analyze how the way language is used can constitute the foundation for power relationships, and I take my point of departure in a case study of a Norwegian school. The focus is placed on communication between management and teachers. The central theoretical challenge is the question of what may be gained by evaluating the relevance of rhetoric as a heuristic in the understanding of communicative power. Further, I argue that rhetoric is relevant to the evaluation of what is a breach of communicative reasonableness. Rhetorical criticism can also be useful in itself for giving authority to the individual teacher
“They don’t speak English”: Interrogating (racist) ideologies and perceptions of school personnel in a Midwestern state, 10(29)
No full textThis paper focuses on the attitudes and perceptions of school administrators, teachers, and other school personnel in a Latino-impacted school district in a Midwestern state. As this district struggles to meet the educational needs of a growing number of Latino students, this research finds that school officials increasingly employ assimilationist ideologies that not only privilege the English language, but view Latino students and their families as intellectually and culturally inferior. In this paper we make the argument that these practices reinforce a subtle, but powerful, form of benevolent racism: where “good intentions” and compassionate altruism reproduce and reify a highly racialized discourse
A New DEEL for an Old Problem: Social Justice at the Core, 10(32)
No full textNew DEEL does not refer to a specific policy or reform, but rather to an ideology, unencumbered by international borders and domestic politics. In this paper, we first endeavor to identify the rhetoric of New DEEL and social justice, and the reality of its implementation in schools today; spending time on the NCLB Act which we postulate is a major current impediment to New DEEL and social justice. We identify steps to scaffold strategies which facilitate the movement toward Democratic-Ethical Educational Leadership (DEEL) in schools today. By default, this ensures that social justice is the major priority of our education system. To achieve this end, we propose implementing a structure which expands the notion of pedagogy from the four walls of the classroom to a personalized, school-wide strategy
Promoting Multicultural Awareness Through Electronic Communication, 10(7)
No full textThis project utilized computer technology to establish an email discussion forum for communication and learning in which students shared information, ideas, and processes of learning multicultural education. This paper presents the quantitative count of email messages and qualitative analysis of students’ perceptions of email discussions. It then discusses how electronic discussions differ from in-class discussions in two ways: encouraging active and collaborative learning, and promoting equality. The issues of management of discussions and challenges of using technology are also discussed
Making it Work: Identifying the Challenges of Collaborative International Research, 10(11)
No full textIn this article, we explore the challenges – and benefits – of conducting collaborative research on an international scale. The authors – from Australia, Canada, and New Zealand – draw upon their experiences in designing and conducting a three-country study. The growing pressures on scholars to work in collaborative research teams are described, and key findings and reflections are presented. It is claimed that such work is a highly complex and demanding extension to the academic’s role. The authors conclude that, despite the somewhat negative sense that this reflection may convey, the synergies gained and the valuable comparative learning that took place make overcoming these challenges a worthwhile process. The experiences as outlined in this paper suggest that developing understandings of the challenges inherent in undertaking international collaborative research might well be a required component of the professional development opportunities afforded to new scholars
A Repository of Hope for Social Justice: Black Women Leaders at Historically Black Colleges and Universities, 10(20)
No full textThe 1954 ruling of Brown v. Board of Education by the U.S. Supreme Court impacted the social lives of African Americans. The primary purpose of this research was to examine the experiences and struggles for social justice in education and educational institutions as viewed from the context of historically Black colleges and universities (HBCU) in one southeastern state. A corollary purpose was to document and catalogue how four Black female leaders at HBCUs committed to social justice and racial uplift, connect their professional work with social and political activism in the quest for access, equality, and social justice for all. HBCUS are defined as Black academic institutions that were established prior to 1964 whose mission was and continues to be to educate African Americans (Garilbaldi, 1984). Through the use of narrative inquiry the personal and professional experiences of four African American women leaders at HBCUs were highlighted. The key findings exemplify how these female leaders survived the struggles of integration, triumphed over barriers in educational settings, and are committed to advocating for social justice in their roles as transformative leaders at HBCUs
reClaiming Space & Dialogue in Adult Education, 10(8)
No full textThis paper critiques current trends in adult education against a backdrop of practice that was once testimony to an educational model that extended beyond formal learning and a business and industry agenda. Adult educators are called upon to reclaim an identity as leaders, in support of a shift in perspective and practice, more aligned to addressing the long-term needs of societies. Reclaiming ‘space’ and engaging in meaningful ‘dialogue’ are identified as critical elements to bring about this shift
How Effective Principals Think While Solving Problems, 10(15)
No full textThe problem-solving processes and strategies of ten school principals with reputations for high effectiveness were studied. Verbal protocols were gathered through unstructured interviews while principals were working on a set of five cases. Analysis of the data was guided, but not constrained, by a set of processes and strategies for problem solving suggested by the models of problem solving developed by Leithwood, Voss, and Mumford. Results describe the categories of problem solving processes that emerged across the five problems, the frequencies with which these processes were used, graphic representations of the strategies principals used to solve the problems, as well as the consistency of using the same strategy across problems
Sustaining Excellence in Experienced Principals? Critique of a Professional Learning Community Approach, 10(16)
No full textIndependent reviewer evaluations of the Ministry of Education (MoE) funded Principal Professional Learning Community (PPLC) programme for experienced principals in New Zealand (NZ) suggest a highly valued and strongly supportive programme. My own critique of the programme, against criteria for “strong” professional learning communities (PLCs), reveals unrealised potential in terms of change or improvement ideal for the PPLCs. Suggested enhanced intervention pathways for improvement are provided
(OUT)siders at the Gates: Administrative Aspirants’ Attitudes Towards the Gay Community, 10(24)
No full textUsing the Attitudes Towards Lesbians and Gay Men Scale (ATLG) this study focused on two groups of graduate students in graduate level leadership preparation programs. Research questions that framed this study were: What are students’ who are aspiring to school leadership positions attitudes toward lesbians and gays? What are students’ attitudes concerning issues of equity as it relates to lesbians and gays? Findings for question one revealed that very few respondent were neutral on this issue with a majority of the population (61%) tending to have more tolerant attitudes toward members of the queer community. Regarding question two, survey responses showed a more even spectrum of responses. What is most interesting is that 35% of respondents were neutral about issues concerning equity