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Perspectives on diversity, equity, and social justice in educational leadership / / edited by Ashraf Esmail, Abul Pitre, and Antonette Aragon



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Titolo: Perspectives on diversity, equity, and social justice in educational leadership / / edited by Ashraf Esmail, Abul Pitre, and Antonette Aragon Visualizza cluster
Pubblicazione: Lanham, [Maryland] : , : Rowman & Littlefield, , 2017
©2017
Descrizione fisica: 1 online resource (174 pages)
Disciplina: 371.2
Soggetto topico: Educational leadership
Multicultural education
Persona (resp. second.): EsmailAshraf
PitreAbul
AragonAntonette
Nota di bibliografia: Includes bibliographical references at the end of each chapters and index.
Nota di contenuto: First, a look inside : educational leadership student perspectives on a social foundations course / Candace Thompson and Susan Catapono -- Rocky boats and rainbows : culturally responsive leadership from the margin : an -- Autoethnography / Ann E. Lopez -- Change your school, change the world : the role of school leaders in implementing -- School wide restorative justice and relational pedagogies / Martha Brown and Katherine Evans -- White high school administrators as racial advisors / Byron Davis -- Changing staff attitudes through leadership development and equity teams / Michelle Yvonne Szpara -- Building bridges or isolating families : when school policies conflict with cultural beliefs, values, and ways of knowing / María L. Gabriel -- Principals, school climate, and social justice : how state compliance with national initiatives may not be enough / Susan L. Dodd -- Learning from teachers: critically conscious educational leadership for engaging -- Diverse families in Title I schools / Cherrel Miller Dyce and Buffie Longmire-Avital.
Titolo autorizzato: Perspectives on diversity, equity, and social justice in educational leadership  Visualizza cluster
ISBN: 1-4758-3434-9
Formato: Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione: Inglese
Record Nr.: 9910792504603321
Lo trovi qui: Univ. Federico II
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