دورية أكاديمية
Fostering Community and Civic Engagement in Low-Income Multicultural Schools through Transformative Leadership
| العنوان: | Fostering Community and Civic Engagement in Low-Income Multicultural Schools through Transformative Leadership |
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| اللغة: | English |
| المؤلفون: | Bader, Barbara, Horman, Judith, Lapointe, Claire |
| المصدر: | Exceptionality Education International. 2010 20(2):25-37. |
| الإتاحة: | Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2010 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 11 Grade 12 High Schools |
| Descriptors: | Assistant Principals, Principals, Teachers, Citizenship Education, Low Income Groups, Student Diversity, Leadership Responsibility, Democratic Values, Interviews, Student Attitudes, Student Participation, Democracy, Transformational Leadership, Teacher Leadership, Leadership, Teaching Methods, Critical Theory, Foreign Countries, High School Students, Neighborhood Schools, After School Programs, Interpersonal Relationship |
| مصطلحات جغرافية: | Canada |
| تدمد: | 1918-5227 |
| مستخلص: | In this study, we examine how transformative leadership enables students from a low-income and multicultural neighbourhood to learn about democracy, responsible citizenship, and community engagement at school. As part of a graduate seminar on critical pedagogy and cultural studies in education, in-depth group interviews were conducted with students in three different schools. The objective of the study was to give voice to these students and to better understand how and why they had decided to become involved in a democracy-oriented school project. The paper focuses on the results obtained in one of the schools, located in a low-income multicultural neighbourhood, where the students' authentic process of community and civic engagement was facilitated by the transformative leadership of the principal, the assistant principals, and the teacher leaders. (Contains 2 footnotes.) |
| Abstractor: | As Provided |
| Number of References: | 17 |
| Entry Date: | 2011 |
| URL الوصول: | http://ejournals.library.ualberta.ca/index.php/eei/article/view/9670 |
| رقم الأكسشن: | EJ931237 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1918-5227 |
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