Assessing Eli Broad\u27s Assault on Public School System Leadership. A response to The Broad Challenge to Democratic Leadership: The Other Crisis in Education.

Eli Broad’s approach to reforming urban public education does not recognize his own self-interest in promoting changes within such educational systems, a classic problem of misrecognition. The Broad agenda is an assault on the notion of the mission of public education as a service instead of a for-profit enterprise concerned with making money for the owners and stock holders. This article examines the backgrounds of the graduates of the Broad Superintendents Academy and raises critical issues such as how can Broad claim that graduate preparation in educational administration is unnecessary when at least half of his own graduates already have advanced degrees from universities in the field and occupy high-level central office positions? Broad\u27s remedies harken back to those advanced by Frederick Winslow Taylor, the creator of scientific management

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nation-state based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical and epistemological variations in a globopolitan era. We hope an American-European-Asian comparative dialogue is enhanced by theorizing education with a non-affirmative approach

Encyclopedia of Educational Leadership and Adminstrastion

Volume 2xvi, 1086 p.; 27 cm

English, Fenwick W., Toward a Contextually Grounded Curriculum, pp 1-12 in Daniel Tanner and J. W. Keefe, eds., Improving the Curriculum: The Principal\u27s Challenge . Reston, VA: NASSP, 1988.*

Outlines management, design, and delivery of curriculum quality of nine types

English, Fenwick W., A Critical Appraisal of Sara Lawrence-Lightfoot\u27s Portraiture as a Method of Educational Research,\u27 Educational Researcher, 29(October, 2000), 21-26.

Agues from a postmodern perspective that methods of portraiture violate assumptions of science while claiming to be scientific

Encyclopedia of Educational Leadership and Administration

Volume 1xxxiii, 547 p.; 27 cm

Deciding what to teach and test : developing, aligning, and leading the curriculum, 3rd ed./ English

xiii, 152 hal.: ill, tab.; 21 cm