Getting Churched and Being Schooled: Making Meaning of Leadership Practice

Autor/inn/en	Arnold, Noelle Witherspoon; Brooks, Jeffrey S.
Titel	Getting Churched and Being Schooled: Making Meaning of Leadership Practice
Quelle	In: Journal of Cases in Educational Leadership, 16 (2013) 2, S.44-53 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458913487034
Schlagwörter	Administrator Attitudes; Personal Narratives; Women Administrators; African Americans; Social Justice; Sociocultural Patterns; Principals; Females; Epistemology; Race; Religion; Instructional Leadership; Church Role; Gender Differences; Case Studies + Suchen Sie Ihr Suchwort? Erlebniserzählung; Weibliche Führungskraft; Afroamerikaner; Soziale Gerechtigkeit; Soziokulturelle Theorie; Principal; Schulleiter; Weibliches Geschlecht; Erkenntnistheorie; Rasse; Abstammung; Instruction; Leadership; Bildung; Erziehung; Führung; Kirchenbild; Geschlechterkonflikt; Case study; Fallstudie; Case Study
Abstract	Personal and professional histories can provide insights into educational leadership and administrative practice. Drawing on a life and professional historical narrative of a Black, female principal, this case explores the intersection of race, spirituality, and social justice based on excerpts from a life narrative of a Black, female principal. This case provides opportunities to explore spiritual and religious aspects of educational leadership practice, and also explores issues of church and state while asking the reader to consider their epistemological assumptions relative to sociocultural dynamics of leadership such as race, gender, and social justice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10