Pub Date : 2022-12-05DOI: 10.1080/00220620.2022.2153111
K. Magill, Arturo Rodriguez
{"title":"Intellectual leadership for social justice","authors":"K. Magill, Arturo Rodriguez","doi":"10.1080/00220620.2022.2153111","DOIUrl":"https://doi.org/10.1080/00220620.2022.2153111","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"89 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81490175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/00220620.2022.2151578
Archie Thomas
ABSTRACT Much historical scholarship on Indigenous education policy focuses on attempts to assimilate Indigenous peoples. Meanwhile, educational policy debates tend to focus on achievement, framed by deficit. Rarely considered are strategic political actions by Indigenous groups to remodel schooling. This paper examines how Indigenous groups have embraced opportunities to construct new Indigenous futures through schooling, and have built modern Indigenous governance in the process. Through a case study focusing on the successful effort to establish the Indigenous-controlled Yipirinya School for town camp children in Alice Springs (Mparntwe), Australia, between 1976-1983, I show how Indigenous educators and their allies built community-controlled schooling to support a self-governed multicultural Indigenous community. On reclaimed Indigenous land, these visionaries overtly challenged the constraints of settler colonial state-led policies of self-determination and later self-management. They were central to constituting a new Indigenous political leadership in Alice Springs which saw control of schooling as central to Indigenous futures.
{"title":"‘We wanted to be boss’: self-determination, Indigenous governance and the Yipirinya School","authors":"Archie Thomas","doi":"10.1080/00220620.2022.2151578","DOIUrl":"https://doi.org/10.1080/00220620.2022.2151578","url":null,"abstract":"ABSTRACT Much historical scholarship on Indigenous education policy focuses on attempts to assimilate Indigenous peoples. Meanwhile, educational policy debates tend to focus on achievement, framed by deficit. Rarely considered are strategic political actions by Indigenous groups to remodel schooling. This paper examines how Indigenous groups have embraced opportunities to construct new Indigenous futures through schooling, and have built modern Indigenous governance in the process. Through a case study focusing on the successful effort to establish the Indigenous-controlled Yipirinya School for town camp children in Alice Springs (Mparntwe), Australia, between 1976-1983, I show how Indigenous educators and their allies built community-controlled schooling to support a self-governed multicultural Indigenous community. On reclaimed Indigenous land, these visionaries overtly challenged the constraints of settler colonial state-led policies of self-determination and later self-management. They were central to constituting a new Indigenous political leadership in Alice Springs which saw control of schooling as central to Indigenous futures.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"25 1","pages":"257 - 273"},"PeriodicalIF":1.8,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86886009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/00220620.2022.2151990
Kelly Payne, Emira Ibrahimpašić
ABSTRACT The changing campus demographics following World War II and the U.S. Black Student Movement of the 1960s unified and influenced the values of academic advising and student support services. This article argues that this context of U.S. college civil rights protest resulted in the call for more inclusive student support services that combined social work, counselling, social justice, and academic knowledge. Academic histories like Martha Biondi’s comprehensive Black Revolution on Campus and Ibram Rogers’s The Black Campus Movement document well the call for Black counsellors, trained social workers, and academic coaches at campuses on the east and west coasts during the Era of Protest. This study adds to these representations by looking at this history through the lens of a midwestern U.S. flagship, urban campus. Academic and student affairs administrators are taking note of the new generation of undergraduate students and their penchant for protest, especially regarding the Black Lives Matter movement spurred by the tragic deaths of college-aged and college-bound young Black men like Trayvon Martin and Michael Brown that has strengthened during the pandemic after the murder of George Floyd. .
二战和20世纪60年代美国黑人学生运动后校园人口结构的变化统一并影响了学术咨询和学生支持服务的价值。本文认为，美国大学民权抗议的这种背景导致了对更具包容性的学生支持服务的呼吁，该服务将社会工作、咨询、社会正义和学术知识结合起来。像玛莎·比昂迪(Martha Biondi)的综合性《校园黑人革命》(Black Revolution on Campus)和伊布拉姆·罗杰斯(Ibram Rogers)的《黑人校园运动》(The Black Campus Movement)这样的学术历史，很好地记录了在抗议时代，东西海岸的校园里对黑人辅导员、训练有素的社会工作者和学术教练的呼吁。这项研究通过美国中西部旗舰城市校园的镜头来观察这段历史，从而增加了这些表征。学术和学生事务管理人员正注意到新一代本科生和他们抗议的倾向，特别是关于黑人生命也是运动，这一运动是由特雷沃恩·马丁和迈克尔·布朗等上大学和即将上大学的年轻黑人男子的悲惨死亡引发的，在乔治·弗洛伊德被谋杀后，这一运动在大流行期间得到了加强。
{"title":"Academic advising and the lessons of the civil rights and social justice campus movements","authors":"Kelly Payne, Emira Ibrahimpašić","doi":"10.1080/00220620.2022.2151990","DOIUrl":"https://doi.org/10.1080/00220620.2022.2151990","url":null,"abstract":"ABSTRACT The changing campus demographics following World War II and the U.S. Black Student Movement of the 1960s unified and influenced the values of academic advising and student support services. This article argues that this context of U.S. college civil rights protest resulted in the call for more inclusive student support services that combined social work, counselling, social justice, and academic knowledge. Academic histories like Martha Biondi’s comprehensive Black Revolution on Campus and Ibram Rogers’s The Black Campus Movement document well the call for Black counsellors, trained social workers, and academic coaches at campuses on the east and west coasts during the Era of Protest. This study adds to these representations by looking at this history through the lens of a midwestern U.S. flagship, urban campus. Academic and student affairs administrators are taking note of the new generation of undergraduate students and their penchant for protest, especially regarding the Black Lives Matter movement spurred by the tragic deaths of college-aged and college-bound young Black men like Trayvon Martin and Michael Brown that has strengthened during the pandemic after the murder of George Floyd. .","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"53 1","pages":"441 - 455"},"PeriodicalIF":1.8,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74637978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-18DOI: 10.1080/00220620.2022.2147151
Naomi Barnes, Melanie Myers, E. Knight
ABSTRACT This paper traces the influence of failed Christian organisation Logos Foundation on Australian secular schooling debates across the 1970s and 1980s. Concerned with the changing nature of secular schooling in the 1970s and 1980s, religiopolitical organisations lobbied for increased parental choice in the ethos of education for their children. Logos, a Christian Right group connected to US think tank of the religious right, The Chalcedon Foundation, concentrated their activism on the right to religiously discriminate in schools. Through developing political arguments to justify the formation of Christian schools, pedagogy, teachers, and support for home schooling, Logos developed argumentation for religious discrimination that can still be seen in contemporary legislative debate and Christian schooling policy. This paper argues that far more attention must be paid to the failed political manoeuvrings of the religious right to better understand the secular education policy concessions being made in the second and third decades of the twenty-first century.
{"title":"School choice to religiously discriminate: religiopolitical activism and secularism in public schooling","authors":"Naomi Barnes, Melanie Myers, E. Knight","doi":"10.1080/00220620.2022.2147151","DOIUrl":"https://doi.org/10.1080/00220620.2022.2147151","url":null,"abstract":"ABSTRACT This paper traces the influence of failed Christian organisation Logos Foundation on Australian secular schooling debates across the 1970s and 1980s. Concerned with the changing nature of secular schooling in the 1970s and 1980s, religiopolitical organisations lobbied for increased parental choice in the ethos of education for their children. Logos, a Christian Right group connected to US think tank of the religious right, The Chalcedon Foundation, concentrated their activism on the right to religiously discriminate in schools. Through developing political arguments to justify the formation of Christian schools, pedagogy, teachers, and support for home schooling, Logos developed argumentation for religious discrimination that can still be seen in contemporary legislative debate and Christian schooling policy. This paper argues that far more attention must be paid to the failed political manoeuvrings of the religious right to better understand the secular education policy concessions being made in the second and third decades of the twenty-first century.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"10 1","pages":"323 - 340"},"PeriodicalIF":1.8,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81410438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/00220620.2022.2141212
Y. Lee
ABSTRACT This paper examines the formation of the teachers’ movement in South Korea, focusing on the publication of the short-lived magazine Minjung Gyoyuk (People’s Education) in 1985. Progressive teachers published this magazine to systematically critique the education practises of the time and seek a new direction for education under repressive conditions, which led to dismissals and arrests of the contributors. This incident became central to the formation of the Korean Teachers’ Union (KTU) in 1989, which emerged in the milieu of compressed growth and the struggle for democratisation. By looking at the cultural notions of shame as a source of struggle, the paper examines the complexity of political and social values inherent in the progressive movement, undergone in the process of compressed modernisation and democratisation.
{"title":"Teachers empowered by shame: the politics of compressed modernisation and democratisation in South Korean education in the 1980s","authors":"Y. Lee","doi":"10.1080/00220620.2022.2141212","DOIUrl":"https://doi.org/10.1080/00220620.2022.2141212","url":null,"abstract":"ABSTRACT This paper examines the formation of the teachers’ movement in South Korea, focusing on the publication of the short-lived magazine Minjung Gyoyuk (People’s Education) in 1985. Progressive teachers published this magazine to systematically critique the education practises of the time and seek a new direction for education under repressive conditions, which led to dismissals and arrests of the contributors. This incident became central to the formation of the Korean Teachers’ Union (KTU) in 1989, which emerged in the milieu of compressed growth and the struggle for democratisation. By looking at the cultural notions of shame as a source of struggle, the paper examines the complexity of political and social values inherent in the progressive movement, undergone in the process of compressed modernisation and democratisation.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"23 1","pages":"274 - 289"},"PeriodicalIF":1.8,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87424653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.1080/00220620.2022.2137480
Gonzalo Delamaza, Juan Francisco Palma Carvajal
ABSTRACT The decades from the 1960s to the 1980s were prolific in the emergence of a significant and diverse movement of non-governmental organisations (NGOs) in Latin America. In the case of Chile, grassroots educational organisations navigated various political contexts. Initially, they played an active part in the process of social mobilisation and the emergence of new progressive trends of thought and political behaviour. Later, in reaction to the civic-military dictatorship, they were forced to adapt themselves and played an oppositional role. Drawing on the review of academic literature and interviews with researchers and activists, the article establishes a macro and meso political-historical analysis of this period. Analysis is focused on the transitions experienced by organisations, the changing role of the State and international alliances, and the different forms of linkage between governments, ideological currents, and social actors during these diverse political and social contexts.
{"title":"From above or from below? Chilean NGOs, the State and education reforms","authors":"Gonzalo Delamaza, Juan Francisco Palma Carvajal","doi":"10.1080/00220620.2022.2137480","DOIUrl":"https://doi.org/10.1080/00220620.2022.2137480","url":null,"abstract":"ABSTRACT The decades from the 1960s to the 1980s were prolific in the emergence of a significant and diverse movement of non-governmental organisations (NGOs) in Latin America. In the case of Chile, grassroots educational organisations navigated various political contexts. Initially, they played an active part in the process of social mobilisation and the emergence of new progressive trends of thought and political behaviour. Later, in reaction to the civic-military dictatorship, they were forced to adapt themselves and played an oppositional role. Drawing on the review of academic literature and interviews with researchers and activists, the article establishes a macro and meso political-historical analysis of this period. Analysis is focused on the transitions experienced by organisations, the changing role of the State and international alliances, and the different forms of linkage between governments, ideological currents, and social actors during these diverse political and social contexts.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"13 1","pages":"241 - 256"},"PeriodicalIF":1.8,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87489006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1080/00220620.2022.2137479
Paul McDermid, Sue Winton
ABSTRACT The establishment of the Commission on Private Schools in Ontario in 1984 renewed long-standing debate over public funding of the Canadian province’s public schools. Engaging Maarten Hajer’s discourse coalition approach and argumentative discourse analysis, we demonstrate how actors with disparate – sometimes even competing – goals and values nevertheless formed coalitions to advocate for (or against) the policy. We also show that the debate at this time was about much more than school funding; it reflected foundational disputes over the appropriate role of government in relation to minoritized groups in Canada. In the struggle to define the meaning of a policy to fund private schools with public money, both coalitions mobilised arguments informed by discourses of Equality and Multiculturalism. However, each coalition ascribed different meanings to these discourses. That is, actors on both sides argued their policy solution promoted equality and supported multiculturalism based on different ideological understandings of these values.
{"title":"What’s ‘fairness’ got to do with it? Discourse coalitions, arguments, and discursive struggles over public funding of Ontario’s private schools","authors":"Paul McDermid, Sue Winton","doi":"10.1080/00220620.2022.2137479","DOIUrl":"https://doi.org/10.1080/00220620.2022.2137479","url":null,"abstract":"ABSTRACT The establishment of the Commission on Private Schools in Ontario in 1984 renewed long-standing debate over public funding of the Canadian province’s public schools. Engaging Maarten Hajer’s discourse coalition approach and argumentative discourse analysis, we demonstrate how actors with disparate – sometimes even competing – goals and values nevertheless formed coalitions to advocate for (or against) the policy. We also show that the debate at this time was about much more than school funding; it reflected foundational disputes over the appropriate role of government in relation to minoritized groups in Canada. In the struggle to define the meaning of a policy to fund private schools with public money, both coalitions mobilised arguments informed by discourses of Equality and Multiculturalism. However, each coalition ascribed different meanings to these discourses. That is, actors on both sides argued their policy solution promoted equality and supported multiculturalism based on different ideological understandings of these values.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"23 1","pages":"341 - 357"},"PeriodicalIF":1.8,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73935581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/00220620.2022.2147707
J. Wilkinson, Amanda Heffernan
An introduction is presented in which editor discusses various articles with the issue on topics including public servants steering education bureaucracies;research on schooling during the Covid-19 pandemic and principals leading Irish language immersion education in secondary schools.
{"title":"Editorial: Journal of Educational Administration and History Vol 54, Issue 4","authors":"J. Wilkinson, Amanda Heffernan","doi":"10.1080/00220620.2022.2147707","DOIUrl":"https://doi.org/10.1080/00220620.2022.2147707","url":null,"abstract":"An introduction is presented in which editor discusses various articles with the issue on topics including public servants steering education bureaucracies;research on schooling during the Covid-19 pandemic and principals leading Irish language immersion education in secondary schools.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"28 1","pages":"373 - 374"},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88747249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1080/00220620.2022.2122419
Doxakis Savvopoulos, Anna Saiti, K. Arar
{"title":"The role of the school head in inclusion and cultural responsive leadership","authors":"Doxakis Savvopoulos, Anna Saiti, K. Arar","doi":"10.1080/00220620.2022.2122419","DOIUrl":"https://doi.org/10.1080/00220620.2022.2122419","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"19 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73319033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1080/00220620.2022.2114433
Jaana Nehez, Veronica Sülau, Anette Olin
ABSTRACT Research shows that leadership is crucial for professional learning, often highlighting principals' or middle leaders' leading practices. However, in leading, professions with differing roles work together. With a decentring perspective on leadership, we shift the focus from the individual principal or middle leader to joint leading practices. Based on a practice theoretical perspective, this article explores how educational leadership unfolds in shared leading practices in a Swedish case where professional learning is led by principals, middle leaders, and an external development leader. The findings visualise a web of practices focusing on understanding roles, changing structures and changing content for professional learning. The shared leading practices are enabled by shared ideas, different positions, and common arenas for communication, but constrained by simplified assumptions and exclusion of teachers. In this web, single dilemmas are handled in different practices from differing perspectives, with changes in plans for professional learning as an outcome.
{"title":"A web of leading for professional learning – leadership from a decentring perspective","authors":"Jaana Nehez, Veronica Sülau, Anette Olin","doi":"10.1080/00220620.2022.2114433","DOIUrl":"https://doi.org/10.1080/00220620.2022.2114433","url":null,"abstract":"ABSTRACT Research shows that leadership is crucial for professional learning, often highlighting principals' or middle leaders' leading practices. However, in leading, professions with differing roles work together. With a decentring perspective on leadership, we shift the focus from the individual principal or middle leader to joint leading practices. Based on a practice theoretical perspective, this article explores how educational leadership unfolds in shared leading practices in a Swedish case where professional learning is led by principals, middle leaders, and an external development leader. The findings visualise a web of practices focusing on understanding roles, changing structures and changing content for professional learning. The shared leading practices are enabled by shared ideas, different positions, and common arenas for communication, but constrained by simplified assumptions and exclusion of teachers. In this web, single dilemmas are handled in different practices from differing perspectives, with changes in plans for professional learning as an outcome.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"31 1","pages":"23 - 38"},"PeriodicalIF":1.8,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73117244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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