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This timely book explores how various feminist perspectives fruitfully explain women’s experience of educational leadership, drawing on a contemporary conceptualisation of fourth-wave feminism that is intersectional and inclusive. The book asks which and whose feminist theory is used to explain gender and feminism in educational leadership, management and administration (ELMA): the scholar’s, the research participant’s or a combination of the two in the co-construction of knowledge from an intersectional feminist perspective. It conceptualises intersectional and inclusive feminist perspectives on educational leadership, theorising research through a Black British feminist perspective, a gender and Islamic perspective and a queer theory perspective, depending on the self-identification of participants. It explores digital feminism and men’s pro-feminism. The book identifies feminist leadership praxis as a focus for future research and explores how leaders can draw on funds of knowledge, identity cultural wealth and lead and educate diverse populations of students. Highlighting the importance of intersectional feminist perspectives in ELMA, the book will appeal to scholars, researchers and postgraduate students in the fields of inclusive educational leadership and management, gender studies and feminism.
Worldwide women constitute the majority of the teaching force, but men are more likely to achieve headship. Internationally a number of scholars working within sociology and the sociology of education have focused on the continued influence of gender on the shaping of identity and choices in relation to leadership, work and home. But in Greece the under-representation of women in educational leadership has received limited attention. Why are there so few women in educational leadership? How are leadership and gender constructed by men and women head teachers and teachers? Are the perceptions of men and women different and gendered? What is the future for women in leadership in Greece? Emmy Papanastasiou uses qualitative data from interviews with men and women head teachers and teachers in Greece and analyzes them using a feminist social constructionist framework to provide some answers to these key questions. In doing so, the book sheds light on social, cultural and political factors that influence women's potential advancement in educational leadership.
In K-12 education, minority women leaders must navigate a complex maze of challenges that deeply impact their personal and professional lives. The journey of these leaders is marked by a series of starts and stops, demanding an extraordinary degree of resilience, mentorship, and leadership coaching. Despite the theoretical backing and organizational intent, the stark reality is that educational leadership roles for minority women often lack the necessary preparation and concerted efforts essential to supporting their unique needs. The resulting shortfall hampers their ability to sustain success over time. Minority Women in K-12 Education Leadership sheds light on the intersection of gender and ethnicity within educational leadership and addresses the various aspects of minority women's experiences. The objective of Minority Women in K-12 Education Leadership is clear—to provide readers, educational allies, educators, administrators, and stakeholders with a profound understanding of the intersections of gender, leadership, and ethnicity/color in educational leadership. This book goes beyond identifying challenges; it celebrates the resilience of minority women leaders, explores the support systems they rely on, and offers practical strategies for success. The content delves into the physical, mental, emotional, and social dimensions of their experiences, aiming to bridge theoretical and practical concepts and provide valuable insights for practitioners, scholars, and stakeholders.
"At the heart of the authors' analysis is the metaphor they propose to replace the outdated idea of the glass ceiling: the labyrinth. This new concept better captures the varied challenges that women face as they navigate indirect, complex, and often discontinuous paths toward leadership."--BOOK JACKET.
Scholarship on adult education has fueled a high level of methodological creativity and innovation in order to tackle a diverse range of issues in a wide range of settings and locations in a critical and participatory manner. Adult education research is marked by the desire to do research differently and to conduct critical research with rather than about people which requires theoretical and methodological creativity. This entails a particular approach to how we seek to know the world in collaboration with people, to rupture hierarchical relations and to create new collaborative spaces of learning and research that encompass the diversity of people’s life experiences. Doing Critical and Creative Research in Adult Education brings together both leading and emerging scholars in adult education research in order to capture the vitality and complexity of contemporary adult education research. This includes contributions on biographical, narrative, embodied, arts and media-based and ethnographic methods alongside the critical use of quantitative and mixed methods. This distinctive and rich methodological contribution has a general relevance and usefulness for all researchers and students in the social science and humanities, which draws attention to the importance of critical and creative participatory learning processes in human life and learning.
Readers come to the topic of leadership development with multiple interests—intellectual, professional, and personal—and with curiosity about how to apply concepts and tools to themselves and to support others. Women’s Leadership Development: Caring Environments and Paths to Transformation addresses these concerns. The book offers an interdisciplinary framework of leadership effectiveness and brings this framework to life with detailed and illuminating descriptions of four leadership transformations facilitated by care-practices used in a specific leader development program. The book will be of interest to academics who teach leadership or conduct leadership research, HR professionals who are seeking fresh ideas for how to maximize the impact of leadership training for women, and anyone with a passion for personal growth and development.
Educational inequalities have strongly impacted disadvantaged and underserved populations such us indigenous, Roma, migrant children, students with disabilities, and those affected by poverty. A wide array of research has contributed to explaining the mechanisms and effects of inequalities in the achievement patterns, dropout rates, disengagement in the school experiences of children and youth traditionally excluded. Research also suggests the negative consequences for child development - including cognitive, language, and social-emotional functioning - of poverty and lack of quality education in the early years. Consequently, the current unequal access to optimal learning environments for every single child to succeed in education and to have a better life perpetuates the exclusion and neglects the right to education for those minorities. This Research Topic aims at moving beyond causes and shed light upon effective solutions by providing successful pathways for integration and inclusion of the learners most heavily affected. Scholars worldwide are looking for successful actions with children, youth, and communities of learners historically underserved to overcome educational and social exclusion. These transformative approaches go beyond the deficit thinking and are grounded in theories, empirical evidence, and multidisciplinary interventions oriented towards achieving social impact, which refers to the extent to which those actions have contributed to improve a societal challenge. The international network of "Schools as Learning Communities" is advancing knowledge on deepening and expanding the impact of what has been defined as Successful Educational Actions (SEAs); that is, those interventions that improve students' achievement and social cohesion and inclusion in many diverse contexts, regardless the socioeconomic, national, and cultural environment of schools. Drawing on the evidence generated by this network of researchers to address the global challenge of inequality by studying educational actions oriented towards achieving social impact and potentially transferrable to other contexts, this Research Topic aims at deepening on this approach. In short, our purpose is that the contributions included in this Research Topic contribute to reduce educational and social inequalities and especially benefit those populations most in need.
This book offers new ways of engagement for leaders seeking to connect theory to practice in decolonizing education. In the current climate where xenophobia, anti-immigrant sentiments, and other forms of exclusion make up much of the discourse, educational leaders need to seek ways to foreground other forms of knowledge and transfer them into their daily leadership practices. Lopez contributes to other critical leadership approaches while foregrounding a decolonizing approach that unsettles the coloniality manifested in education and school practices. Chapters provide school leaders with examples of ways they can challenge coloniality, white supremacy, and other forms of oppression in schooling that negatively impact some students and their educational outcomes.