國立虎尾科技大學 |

Principals' Engagement With the Ontario Leadership Framework to Enact Social Justice Leadership : = Reflection, Resistance, and Resilience.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Principals' Engagement With the Ontario Leadership Framework to Enact Social Justice Leadership :/
Reminder of title:	Reflection, Resistance, and Resilience.
Author:	Kowalchuk, Donna L.
Description:	1 online resource (233 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355227321

Principals' Engagement With the Ontario Leadership Framework to Enact Social Justice Leadership : = Reflection, Resistance, and Resilience.
Kowalchuk, Donna L.

Principals' Engagement With the Ontario Leadership Framework to Enact Social Justice Leadership :Reflection, Resistance, and Resilience. - 1 online resource (233 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Now, more than ever, leadership --- principal leadership --- is needed to address the increasing diversity and marginalization in Ontario schools. In 2009, Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy policy was released. While The Ontario Leadership Framework was developed to support and sustain quality leadership in schools and districts across the province, it contains little to connect it to the 2009 document. Lying at the crossroads of education policy, educational leadership theory, and the practice of social justice leadership, this study aims to understand how principals engage in the OLF to enact social justice leadership. Using critical theory to conceptualize leadership for social justice, and a qualitative design, semi-structured interviews from 14 principals were analyzed using a constant comparative analysis method. This study found the OLF does not support social justice leadership. Through their own reflections on power and privilege, principals choose to engage in the OLF, not by trying to fit it into their social justice leadership, but rather by viewing it through the lens of social justice and social justice leadership. The power of reflection threads throughout the findings as does the need for principals to employ resistance and resilience to engage in the OLF to enact social justice leadership. It argues that if practicing and aspiring principals are earnest about closing the achievement gap of marginalized students, then they need to have experience with marginalization, with reflecting on their privilege and power, with resisting the status quo --- all the while working subversively and with political savvy so that they can resist the dominant versions of leadership and actually make a change in schools that empower individuals against the structural injustices found in the greater society and within our schools. Given Ontario's commitment to equity and inclusive education, if all students are truly to benefit from schooling, then this research indicates to policy makers that changes to the OLF are needed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355227321Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Principals' Engagement With the Ontario Leadership Framework to Enact Social Justice Leadership : = Reflection, Resistance, and Resilience.
LDR:03484ntm a2200361Ki 4500 001 909266
005 20180426101948.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355227321
035 $a (MiAaPQ)AAI10266924
035 $a (MiAaPQ)toronto:15544
035 $a AAI10266924
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Kowalchuk, Donna L. $3 1179942
245 1 0 $a Principals' Engagement With the Ontario Leadership Framework to Enact Social Justice Leadership : $b Reflection, Resistance, and Resilience.
264 0 $c 2017
300 $a 1 online resource (233 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: John P. Portelli.
502 $a Thesis (Ed.D.) $c University of Toronto (Canada) $d 2017.
504 $a Includes bibliographical references
520 $a Now, more than ever, leadership --- principal leadership --- is needed to address the increasing diversity and marginalization in Ontario schools. In 2009, Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy policy was released. While The Ontario Leadership Framework was developed to support and sustain quality leadership in schools and districts across the province, it contains little to connect it to the 2009 document. Lying at the crossroads of education policy, educational leadership theory, and the practice of social justice leadership, this study aims to understand how principals engage in the OLF to enact social justice leadership. Using critical theory to conceptualize leadership for social justice, and a qualitative design, semi-structured interviews from 14 principals were analyzed using a constant comparative analysis method. This study found the OLF does not support social justice leadership. Through their own reflections on power and privilege, principals choose to engage in the OLF, not by trying to fit it into their social justice leadership, but rather by viewing it through the lens of social justice and social justice leadership. The power of reflection threads throughout the findings as does the need for principals to employ resistance and resilience to engage in the OLF to enact social justice leadership. It argues that if practicing and aspiring principals are earnest about closing the achievement gap of marginalized students, then they need to have experience with marginalization, with reflecting on their privilege and power, with resisting the status quo --- all the while working subversively and with political savvy so that they can resist the dominant versions of leadership and actually make a change in schools that empower individuals against the structural injustices found in the greater society and within our schools. Given Ontario's commitment to equity and inclusive education, if all students are truly to benefit from schooling, then this research indicates to policy makers that changes to the OLF are needed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Education policy. $3 1107727
650 4 $a Educational administration. $3 1148465
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0458
690 $a 0514
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Leadership, Higher and Adult Education. $3 1179920
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10266924 $z click for full text (PQDT)