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Medium 9781475816167

Reconceptualizing Educational Leadership for Small States

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

FENTEY SCOTT

Associate Professor, Faculty of Education, Lakehead University, 955 Oliver Raad, Thunder Bay, Ontario, Canada P7B 5E1

Introduction

The process of internationalization and globalization, the growth of multinational corporations and free trade agreements have become a reality for small states, but have not yielded the kind or the scale of economic and other benefits small states were hoping for. At the same time the changing social structure of the world has brought some painful consequences including unfulfilled expectations and an added complexity in the management and administration of their educational systems. Many of these countries are struggling with the demands for secondary and post-secondary education; some are trying to provide training for elementary and/or secondary teachers, while others are striving to train management personnel at different levels in their system. Through all this, they have, for the most part, persisted with models of leadership and management not designed to cope with these changed expectations, thereby placing their limited material and human resources and the leadership capacity under stress.

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Medium 9781475811582

Foundations in Student Services and Special Education Administration: A Pedagogical Process to Promote Leadership for Social Justice in K–12 Schools

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

ELISE M. FRATTURA

ABSTRACT: This article focuses from a critical perspective on the pedagogical foundations of a course on educational leadership of student services and special education administration. Additionally, it explores the ability of teaching the “practical application” of administering K–12 special education and student services using critical discourse through a deconstruct–reconstruct process. The course presented in this article examines how the changing role of student service directors and school principals encourages the development and implementation of integrated comprehensive services for all learners. The course employs a range of theoretical perspectives to address the political, structural, and functional constructs within the system that inhibit and promote comprehensive services for all learners. Students in this course complete a districtwide analysis and craft recommendations from a critical perspective to diminish, if not completely remove, practices that marginalize and elevate educational oppression and, in turn, societal oppression. In addition, students receive and generate practical information to assist in building the bridge from fragmented programs for students in need to the promotion of integrated comprehensive services for all learners.

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Medium 9781442277229

Mutual Belonging as a Collecting Criterion: African American Art at the Muskegon Museum of Art

Decker, Juilee Rowman & Littlefield Publishers ePub

Janet Stiles Tyson

Independent Art Historian, stiles.tyson@gmail.com

Abstract This article analyzes the development of a collection of African American art at the Muskegon Museum of Art in terms of a relationship of mutual belonging with the city’s African American public. When the museum opened as the Hackley Art Gallery in 1912, the city’s population was more than 99% European American. Lack of an African American public and lack of cultural discourse that encouraged representation of diversity meant that even the one significant African American artwork owned by the museum was not displayed as relevant to African Americans. Today, Muskegon’s population is approximately 58% European American, or white, and 32% African American. The museum now collects and displays African American art as relevant not only to African Americans but also to all of its public. But this shift in collection management occurred only after an important member of the African American community held the museum accountable to that community.

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Medium 9781538105856

Theology and Moral Reflection and Practice

Mangina, Joseph Rowman & Littlefield Publishers ePub

Theology and Moral Reflection and Practice

Karl Barth, David Haddorff, and Christian Ethics

Arne Rasmusson1

In recent years we have seen an abundance of books and articles (some very impressive) on Karl Barth’s understanding of ethics. But the role of Barth’s theology in understanding Christian ethics is puzzling. On the one hand, his account of a distinctly theological ethics has been broadly influential far outside strictly Barthian circles. But this has been a selective reception, in which Barth’s thinking has been integrated with broader Christian traditions and theological approaches in quite different ways. Furthermore, some central parts of his thinking have often been left out, because people either don’t understand them, don’t agree with them, or don’t know what to do with them. What many find most problematic is Barth’s actualistic account of God’s command. This is, of course, not a peripheral issue. So, on the other hand, we find among Barthian scholars different, often ingenious, attempts to explain what he means and to develop a “complete” account of ethics on Barthian grounds, often together with attacks on approaches to theological ethics sympathetic to Barth for failing to account for, say, the priority and freedom of God’s Word. I belong to the former group. After having read many impressive defenses of, for example, Barth’s understanding of God’s command, I am still puzzled. For one thing, the specialists don’t agree with each other. Moreover, it is not clear to me that they have shown the fruitfulness of Barth’s account, when understood in the latter exclusivist way, for understanding Christian life. Mostly they don’t even try. Most seem preoccupied with describing the right way of understanding ethics; only a few (in contrast to Barth himself) consider the content of Christian practice itself. Barth’s account cannot, by definition, be formulated as a theory, but should it not help us, at least in retrospect, to describe Christian practice? Most of this more narrow Barthian scholarship simply does not help us much to think about actual Christian practice.

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Medium 9781475836806

Do Bulgarian Schools Effectively Communicate with Their School Communities?

Bon, Susan Rowman & Littlefield Publishers ePub

Do Bulgarian Schools Effectively Communicate with Their School Communities?

MILEN FILIPOV

DIANA POPOVA

MARIA ALEXIEVA

ABSTRACT: The article maps the state of educational public relations (PR) in Bulgaria and explores how Bulgarian public educational institutions (PEIs) (kindergartens, primary schools, and secondary schools (general, language and vocational ones)) effectively communicate with their school communities. The purpose of this study is to research how Bulgarian PEIs’ administrative and teaching staff understand and practice educational PR to build their school communities. It addresses Bulgarian public educational institutions’ ability to effectively communicate with their communities their achievements, attract external funding to improve their physical environment, and to solve problems and overcome crisis.

KEYWORDS: educational public relations, school community, effective communication, educational PR

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