校长准备中的社区教育领导:一个有抱负的拉丁裔领导人的比较案例研究

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-05-12 DOI:10.1177/00131245221092743

Van T. Lac, Christina J. Diaz

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引用次数: 1

摘要

这项研究考察了三位有抱负的拉丁裔学校领导在一个以社会正义为重点的校长准备项目中的经历。本研究采用基于社区教育领导框架和转型阻力理论的理论视角，记录了课程如何影响参与者对教育公平和种族正义的看法。这项比较案例研究在一家西班牙裔服务机构进行，重点关注两门为期5个月的社会基础课程。研究结果表明，参与者有能力（a）将他们过去作为P-20学生的经历与精英政治联系起来；（b）作为K-12教师，应对当前的不公正现象，特别是语言破坏或延续不公正现象的力量；最后（c）将教育领导层重新设想为未来的拉丁裔校长，与社区紧密相连。这项研究强调，有必要扩大校长准备的范围，培养未来的领导者考虑边缘化学生和家庭的参与和领导力。

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Community-Based Educational Leadership in Principal Preparation: A Comparative Case Study of Aspiring Latina Leaders

This study examines the experiences of three aspiring Latina school leaders in a principal preparation program with a social justice emphasis. Employing theoretical perspectives grounded in a community-based educational leadership framework and transformational resistance theory, this study documents how coursework informed the perspectives of participants regarding educational equity and racial justice. This comparative case study takes place at a Hispanic Serving Institution and focuses on two social foundations courses spanning a 5-month period. Findings illustrate participants’ capacity to (a) reframe their past experiences as P-20 students in relation to meritocracy; (b) respond to current injustices as K-12 teachers, particularly the power of language to disrupt or perpetuate inequities; and lastly (c) re-envision educational leadership as future Latina principals as deeply intertwined with communities. The research highlights a need for a broadened approach to principal preparation that fosters future leaders to consider the engagement and leadership of marginalized students and families.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.