Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings

Anglický jazyk

Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings

Vydavateľstvo: Information Age Publishing
Rok vydania: 2015
Formát: Paperback
Rozmer: 234 x 156 mm
Jazyk: Anglický jazyk
ISBN: 9781681231075

Na objednávku

59.04 €

bežná cena: 65.60 €

O knihe

A volume in Educational Leadership for Social Justice
Series Editor Jeffrey S. Brooks, Monash University, Denise E. Armstrong, Brock University;
Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University;
Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University
Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings: A Moral
Imperative is comprised of a collection of chapters written by educators who refuse to let the voices of
dissent remain marginalized in our discussion of education in the 21st century education. Drawing from the
authors' extensive experience in educational research and practice, coupled with their commitment to inclusion of special populations and social
justice they urge readers to examine how educational policies are produced for the least advantaged in our schools. Effective inclusionary practices
most certainly benefit all students, including English language learners, those who face gender discrimination, those who are in the foster care system,
and those who are Gay, Lesbian, Bisexual, or Transgendered.
This collection presents a broader theoretical inclusive framework rooted in social justice: which we assert, offers the best practices for a greater
number of students who are at risk of minimal academic success. This broader conceptualization of inclusive schools adds to extant discourses about
students with exceptional needs and provides effective strategies school leaders operating from a social justice framework can implement to create
more inclusive school environments for all students, especially those in urban centers. It is hoped that lessons learned will improve the preparation and
practice of school leaders, thus improve educational outcomes for students from special populations.