{"title":"扎根正义：一位黑人妇女独特的跨学科教育领导之旅","authors":"Natasha N. Johnson","doi":"10.1080/13632434.2023.2290512","DOIUrl":null,"url":null,"abstract":"Historically, there remains an underrepresentation of Black women in and en route to the highest levels of organisational leadership. The divide is all the more pronounced in the field of education...","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"28 1","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Rooted in justice: one Black woman’s unique, intersectional educational leadership journey\",\"authors\":\"Natasha N. Johnson\",\"doi\":\"10.1080/13632434.2023.2290512\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Historically, there remains an underrepresentation of Black women in and en route to the highest levels of organisational leadership. The divide is all the more pronounced in the field of education...\",\"PeriodicalId\":47255,\"journal\":{\"name\":\"School Leadership & Management\",\"volume\":\"28 1\",\"pages\":\"\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2023-12-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School Leadership & Management\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13632434.2023.2290512\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Leadership & Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632434.2023.2290512","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Rooted in justice: one Black woman’s unique, intersectional educational leadership journey
Historically, there remains an underrepresentation of Black women in and en route to the highest levels of organisational leadership. The divide is all the more pronounced in the field of education...
期刊介绍：
School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.
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