"What you will find inside this provocative text: It should come as no surprise, as the collection of papers in this book show that we are up against it. Killing those we despise has become normative in the political minds of both the powerful and the marginalised. Framing those who are weakest as the architects of their own disgusting state ... it has become commonsense in all societies, rich and poor.... Any counter-hegemonic project that seeks to rethink social justice and reframe educational leadership is, without question, confronting the enormous power of ordinariness, the commonsense about power, inequality and violence." Jonathan Jansen

Teachers at all levels of education will find this book practical and inspiring as they read how other educators have engaged with challenges that reveal different dimensions of gratitude, and how some have discovered its relevance in gaining greater resilience, improved relationships and increased student engagement. In the first comprehensive text ever written that is solely dedicated to the specific relevance of gratitude to the teaching and learning process, Dr Howells pioneers an approach that accounts for both dilemmas and possibilities of gratitude in the midst of teachers’ busy and stressful lives. She takes a contemporary and philosophical view of the notion of gratitude and goes beyond its conceptualisation simply from a religious or positive psychology framework. Exploring real situations with teachers, school leaders, students, parents, academics and pre-service teachers - Gratitude In Education: A Radical View examines many of the complexities encountered when gratitude is applied in a variety of secular educational environments.

A 2022 SPE Outstanding Book Award Winner Critical Transformative Educational Leadership and Policy Studies - A Reader is a comprehensive collection of critical contributions from most of the leading voices in the fields of educational leadership and educational policy studies, pushing back against the current neoliberal authoritarian environment. The volume offers alternative ways to perceive and to formulate education leadership and policy from a critical transformative perspective. Individual chapters discuss such topics as social justice in education; poverty, race and public education; counter-hegemonic education movements; the privatization of schools; and school reform and advocacy leadership, among others, all from a critical perspective. It is a crucial and timely volume for educators, school administrators, educational leaders, social activists, and union leaders concerned with the current state of our universities and our education system. Perfect for courses such as: Political Economy of Urban Education | Leadership and Policy Studies | Educational Policy and Reform | Politics of Education | Cultural Studies | Curriculum Theory and Development | Socio Historical Foundations | Indigenous Knowledges and Methodologies | Cultural Studies and Education

Educators often invoke the term care to describe why they entered the field and what compels them to continue. This book argues that care, as typically described and enacted, is not sufficient for leading schools, particularly those serving Black and Brown children. Instead, school leaders need to embrace radical care. Drawing from 20 years of researching and working in New York City public schools, Rosa Rivera-McCutchen outlines the five components of radical care: adopting an antiracist stance, cultivating authentic relationships, believing in students’ and teachers’ capacity for excellence, strategically leveraging power, and embracing a spirit of radical hope. To demonstrate practical strategies, the author shares vignettes from her personal experiences that exemplify each of the components. Calling for today’s school leaders to thoughtfully challenge existing structures that reproduce inequality, Radical Care offers a much-needed framework that will guide leadership practice with a sense of urgency and a spirit of hope. Book Features: Focuses on the school principal as critical catalyst for school transformation.Centers antiracism as essential to leadership practice.Includes practical strategies for navigating the sociopolitical and policy climate.Offers a roadmap for engaging teachers and staff in practicing radical care.

The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world.

This inspirational book provides a concrete model of why university-district partnerships are essential to preparing justice-focused school leaders, and how these partnerships can thrive. Readers will find details of one such partnership, Leadership Education for Anaheim Districts (LEAD), which incorporated high-impact practices for equity, self-knowledge, and system change. Using the LEAD partnership as an example, this accessible text provides supports for launching a similar radical partnership, including converging goals, a student-centered theory of action, and key resources. It offers guidance for sustaining a radical partnership through the inevitable questions and conflicts that will arise, including coteaching of all content by university and district partners, and the mutual respect needed for successful joint work. The text includes core pieces of LEAD’s leadership preparation curriculum and instruction that encourage new forms of leaders and leadership, including strategic inquiry, multilingual-learner shadowing, and one-on-one coaching and mentoring. Radical University-District Partnerships is a call for universities and school districts to work together toward preparing educational leaders who will bring greater justice for all children. Book Features: A focus on preparing principals to lead schools in ways that change outcomes for historically underserved students (K–12). A framework for radical partnerships that is horizontal, authentic, and engaged in justice. Chapters coauthored by a team of university faculty, district administrators, and program graduates. Voices of program graduates who share their experiences in LEAD and how it impacted their leadership learning. An introduction by Michelle Young, dean at the University of California Berkeley School of Education. A look forward to next steps for practicing and theorizing, including ways to adjust LEAD programming based on the editors’ research findings and successful expansion to a second school district.

Engaging Teachers makes a deliberate attempt to reclaim the education discourse captured by new right politics and connect it with a radical democratic agenda for schooling. On its agenda are education markets, policy, leadership, professionalism, and communities. Engaging with these is conceived on at least two levels.