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From social justice to collaborative activism: changing the landscape of academic leadership

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Charles P. Gause, Associate Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The new millennium arrived with great economic prosperity; however, currently the United State faces a weaker economy, a depressed housing market, a costly Iraq war and all the old problems of the late 20th century; power, race, identity, violence, and ethics. Current challenges for educators: 1) the increase number of charter schools; 2) voucher programs; 3) increases in immigrant populations; 4) for profit educational organizations; 5) inadequate funding for No Child Left Behind; 6) inequities regarding accountability; 7) and the re-segregation of public schools along class/racial lines. These challenges have broad implications for higher education. According to Hopkins (1997) education is considered to be the most accessible means for achieving social, political, economic, and cultural liberation in the United States (Gause, 2008, In-press). This article speaks to transforming schools by changing the landscape of academic leadership in an educational leadership preparation program in the southeastern part of the United States. The author engages discourses situated in social justice, collaborative activism and critical theory to speak to the purpose of public schools and the role of democratic education in public life.

Additional Information

Publication
Academic Leadership: The Online Journal, 6(3)
Language: English
Date: 2008
Keywords
academic leadership, social justice, collaborative activism, education, minorities