By Gary L. Anderson

During this well timed and critical new ebook, Gary Anderson offers a devastating critique of why a managerial position for tutorial leaders is counterproductive, particularly for bettering possibilities for low-income scholars and scholars of colour, and as a substitute proposes methods of re-theorizing academic management to stress its advocacy position. Advocacy management lays out a post-reform time table that strikes past the neo-liberal, pageant framework to outline a brand new responsibility, a brand new pedagogy, and a brand new management position definition. Drawing on own narrative, discourse research, and interdisciplinary scholarship, Anderson offers a compelling argument for the necessity to circulation clear of present inauthentic and inequitable ways to college reform for you to jump-start a talk approximately another imaginative and prescient of schooling at the present time.

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Extra resources for Advocacy Leadership: Toward a Post-Reform Agenda in Education (Critical Social Thought)

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Not all of the principals rebuffed the Center for Immigrant Families’ attempt to open up schools to their children. Some principals were allies and supported their work. These principals were not merely concerned with getting more donations from parents, but were motivated by a sense of social justice. While calls for social justice have become far too abstract of late, social justice consists of the kinds of courageous and concrete decisions that some teachers and principals make everyday. Advocacy principals and teachers attempt to build alliances with existing community groups to leverage power and foster public forms of accountability grounded in empowered communities (Gold, Simon, & Brown, 2004; Shirley, 1997).

I was familiar with the notion of tracking in high schools, and knew that within-class tracking occurred in elementary schools through assignment to reading groups, special education, and gifted programs, but I was unaware that there were whole classes that were considered “dumb” or “smart” classes. I noticed that the “dumb” class also had a larger percentage of Spanish surname students than the “smart” classes. 32 • Advocacy Leadership Since I taught at the nearby university, I had a mole in the school, a student of mine that taught fourth grade.

During those years, I learned how to teach a rigorous and empowering curriculum in spite of standardized tests. I taught English and knew that their success in college would depend on their ability to write competent papers. But since most of my students also had to pass the GED exam, a standardized test of high school academic skills, I learned how to help them demystify the exam and taught them the skills they would need to pass it. I told them not to confuse test prep with education, and we bonded around our plot to outwit the test.

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