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Critical Transformative Educational Leadership and Policy Studies - A Readeris 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.

Critical pedagogy.

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Currículums (Ensenyament) --- Pedagogia crítica --- Teoria del coneixement --- Epistemologia --- Gnoseologia --- Consciència --- Filosofia --- Lògica --- Metafísica --- Psicologia --- A priori --- Analogia --- Categories (Filosofia) --- Certesa --- Comparació (Psicologia) --- Comprensió --- Conceptes --- Constructivisme (Filosofia) --- Creença i dubte --- Criteri --- Empirisme --- Epistemologia genètica --- Error --- Experiència --- Explicació --- Falsabilitat --- Fenomenisme --- Idea (Filosofia) --- Identitat (Concepte filosòfic) --- Ideologia --- Immanència (Filosofia) --- Interdisciplinarietat --- Intuïció --- Justificació (Teoria del coneixement) --- Mems --- Objectivitat --- Observació (Psicologia) --- Percepció --- Pragmatisme --- Psicologia de la forma --- Qüestionament --- Racionalisme --- Raó suficient --- Relativisme --- Relativitat (Filosofia) --- Semblança (Filosofia) --- Sentit comú --- Sentits --- Sociologia del coneixement --- Subjecte (Filosofia) --- Subjectivitat --- Teoria de les ficcions --- Teoria del coneixement d'un mateix --- Universals (Filosofia) --- Valors (Filosofia) --- Apercepció --- Cognició --- Intel·ligència --- Realitat --- Transcendència (Filosofia) --- Veritat --- Humanisme crític en educació --- Pedagogia radical --- Teoria crítica --- Educació popular --- Currículum --- Currículum (Ensenyament) --- Currículum bàsic --- Currículum comú --- Currículum obert --- Currículum ocult --- Currículums --- Pla d'estudis --- Plans d'estudis --- Programes d'estudi --- Programes d'ensenyament --- Ensenyament --- Sistema educatiu --- Adaptacions curriculars --- Assignatures --- Crèdits (Ensenyament) --- Disseny curricular --- Eixos transversals (Educació) --- Estudis de dones --- Modificació curricular --- Programació d'aula --- Projecte curricular de centre --- Activitats dirigides --- Avaluació curricular --- Estudis lesbians i gais --- Education --- Critical pedagogy. --- Curricula --- Philosophy. --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Popular education --- Transformative learning --- Teoria del coneixement.

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The 2012 Critical Transformative Educational Leadership and Policy Annual Conference hosted by the University of Massachusetts Dartmouth met head-on with issues of neoliberalism, educational democracy, cultural politics, public education, and seeing teachers and administrators as critical transformational leaders. This book is a collection of the highlights of that conference that addresses these arenas of debate, from the presentations of Deborah Meier, Ken Saltman, Clyde Barrow, and Joao Rosa, among others, to the works of emerging academics and intellectuals in the field of education. The book to serve as an antidote to such ill-informed thinking before it becomes a part of the cultural commonsense, much the way the manufactured realties of high stakes testing, standardization, and police-guarded schools have become normative. “It is urgent to learn to accurately read reality in a world in which language and discourse are being resignified to confuse people and turn reality into a board game, a world which large corporations and global financial powers play the role of the old mythological gods, creators of dogmas and flamboyant realities that they want us to submit and worship. This volume is an outcome of an important political critical transformative pedagogical project that challenges the lethal consequences of the impact of neoliberal policies in education. We need to welcome Paraskeva and LaVallee’s contribution since it offers a crucial tool to help us articulate accurately a critical diagnosis as well as solutions for a more just and democratic public education that cultivates humanity.” – Jurjo Torres Santomé, University of Corunha, Spain “This new collection Transformative Researchers and Educators for Democracy: Dartmouth Dialogues is one of the most impressive outcomes of a critical transformative program at the University of Massachusetts Dartmouth. João M. Paraskeva and Thad LaVallee provide their readers with a careful selection of chapters that explore the idea of critical and transformative leadership for a democratic conception of education, focusing on a range of related themes in understanding the dimensions of cultural and organizational change. A crucial volume focusing on aspects of the critique of neoliberal globalization in education and a needed book that insightfully combines critique and robust analysis with a utopian and positive agenda for critical transformation.” – Michael A. Peters, University of Waikato (NZ) and University of Illinois (Urbana-Champaign, USA) “This edited volume is the result of an amazing critical transformative program in educational leadership and policy studies chaired by João M. Paraskeva. Paraskeva and LaVallee produced an important contribution to a timely topic that provides clear evidences that the free market model of education it is not a hope for good public education. This book is not only important to US educators but it is really crucial for educators all over the world. What is analyzed in this book is taking place in Europe, Asia, Latin America, Africa and the Middle East.” – Alvaro Moreira Hypolito, University Federal de Pelotas, Brasil.

Teaching --- onderwijs --- opvoeding

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