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  Inclusive Leadership and Gender

  Margaret Grogan

  "The last quarter of the 20th century saw serious efforts to address gender and race inequities in education. And yet, we cannot seem to address the historical gender imbalance. In spite of legal measures, gender inequities for women are increasingly complicated by the intersection of other factors such as race, poverty, ability, sexuality, religion, and social segregation."

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  Leadership for Sustainability and Peace: Responding to the Wicked Challenges of the Future

  Rian Satterwhite, Whitney McIntyre Miller, and Kate Sheridan

  "In the past century our understanding of leadership has changed as the contexts in which leadership occurs evolve. Today, constructs of leadership that do not incorporate emergent concepts such as systems thinking no longer match the realities of the world in which it is exercised and the challenges it seeks to address. The challenges we face as a global community have increased in complexity, size, scope, and consequence. As a result of this contextual evolution, our definition of effective leadership is evolving as well."

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  Life in Schools. An Introduction to Critical Pedagogy in the Foundations of Education

  Peter McLaren

  This new edition brings McLaren's popular, classic textbook into a new era of Common Core Standards and online education. The book is renowned for its clear, provocative classroom narratives and its coverage of political, economic, and social factors that are undervalued in other educational textbooks. An international committee of experts ranked Life in Schools among the top twelve education books in the world.

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  Marked for Labor: Latina Bodies and Transnational Capital – A Critical Pedagogy Approach

  Lilia D. Monzó and Peter McLaren

  "Latinas constitute a double minority in our society-women in a man's world and persons of color in a White world… Globally, Latinas are structurally positioned "within social, cultural, and economic relations of exploitation and domination from which escape seems impossible (Bauer & Ramirez, 2010). We highlight the word ‘seems' here to underscore the fact that incontrovertible 'laws' of exploitation exist only insofar as human beings fail to intervene in order to alter them and thus turn these structures of oppression into a protagonistic history of resistance. Failing such intervention, Latinas will continue to live in a world that knows no single axis of exploitation, but rather, is populated by interlocking oppressions that exploit their bodies, attack their dignity, and treat them as less than human."

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  Preface: Revolutionary Critical Pedagogy and the Commonwealth Counter-Offensive

  Peter McLaren

  "The cover of Crisis and Commonwealth displays one of Occupy Wall Street's central contributions: the "1 percent / 99 percent'" insight and issue. "1 percent'" signifies the concentration of property ownership in the United States and how U.S. capitalism is intensifying inequalities of class, race, and gender within and between countries. The global economy's intensifying inequalities are leading to a reconsideration of who produces and who appropriates, who benefits, who is hurt. The illusion that the system works has been shattered, and this can create conditions for liberation. As Simon Springer notes, neoliberal capitalism is not static, it’s an assemblage, it's mutable, it's mobile, it's an aggregate term and decidedly not a permanent edifice against which we can only bang our heads in frustration (Springer, 2014). Neoliberalism has, at the very least, lost its political legitimacy as a result of the current economic crisis."

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  Self and Social Formation and the Political Project of Teaching: Some Reflections

  Peter McLaren

  "Like many young people growing up in Canada during the 50s and 60s, I felt increasingly like I was being swallowed up in some viscid mass of dull, mind-numbing convention, particularly my experience of being schooled, since I like to make a distinction between being schooled and experiencing an education. Education requires the cultivation of critique, or critical consciousness, and in my teenage high school years, being intelligent or able to conscript concepts into the service of sustained critique was not something that earned one a lot of attention with one’s peers, and I was culturally shallow enough to want to be part of the popular crowd, so I would often hide my intellectual curiosity about life, mostly during moments of grinding loneliness, and expostulate with myself about why my life at school seemed so ruinously vacuous, why I was so interminably miserable, why acts of creativity and why displays of ingenuity and wit seemed to be off-limits and treated by so many teachers as unjudicious, impolite, an epistemological breach of impolicy."

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  Creating the Back Ward: The Triumph of Custodialism and the Uses of Therapeutic Failure in Nineteenth Century Idiot Asylums

  Philip M. Ferguson

  "My focus in this chapter is on the origin of the back ward rather than its demise. Where did the “back wards” that [Burton] Blatt and [Senator Robert] Kennedy witnessed come from in the first place? What 3 exactly were those “antecedents of the problems observed” that Blatt cited? This chapter reviews that history and argues that, in fact, there is a specific narrative to the evolution of the institutional “back ward” as an identifiable place where people with the most significant intellectual disabilities were to be incarcerated and largely forgotten."

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  From Voicing to Naming to Re-humanization

  Miguel Zavala

  "I believe a pedagogy informed by a decolonizing framework is meaningless without making colonized peoples' survival and recovery central to it; this requires a critical re-framing of their lives and an understanding how to transform the neo-colonial situation that limits their development. In sum, a critical study of any subject matter must ultimately address the very social issues that impact the peoples' lives, with the goal to reclaim their cultural histories and thereby lead to community self-determination."

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  Human Rights, States’ Rights, and Linguistic Apartheid

  Arturo Rodriguez and Peter McLaren

  "We live in an era of neoliberal capitalism or unregulated, casino-style, speculative capitalism that creates laissez-faire economic conditions by means of unfettering the economy or freeing it up by removing barriers and restrictions to what entrepreneurs and corporate or business actors can accomplish in order to maximize profits. We hear this echoed in terms such as broadening the tax base by reforming the tax law, limiting protectionism, removing fixed exchange rates, privatizing state-run businesses, and deregulating the economy. But a more comprehensive definition of neoliberalism wou1d include the idea that neoliberalism is a total, universal form of social organization bolstered by a total life philosophy based on the ideal of competition and the marketization of everyday life. The result-for-profit charter schools, voucher programs, No Child Left Behind, and Race to the Top have created a nonmarket underclass who dwell in a bottom-tiered netherworld of super-exploited labor that serves those of more fundamental worth to the social order: the more "successful" transnational capitalist class."

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  Postsecondary Education for Students with Disabilities

  Dawn Hunter, Denise P. Reid, and Trisha Sugita

  This book provides strategies and ideas for improving the lives of people with disabilities, exploring new ways of enabling a successful transition to an integrated adult working life by providing effective instruction and support. This chapter in particular examines the options for postsecondary education, how students with disabilities can adequately prepare themselves, and barriers and assistance they may come across.

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  The Imperative for Servant-Leadership: Reflections on the (Enduring) Dysfunctions of Corporate Masculinity

  Mark Maier

  As the chapters in this volume underscore, despite significant strides towards gender equality in the workplace over the past 30-40 years, significant barriers remain. It is undeniable that women have made significant inroads in the public sphere of work. Where other contributions address the implications of the gendered nature of organizational culture (and family life) for women's advancement, I will focus here on the ways in which the gendered biases of our work and family spheres not only pose formidable barriers to women, but-paradoxically-also limit the life opportunities and leadership potential of men and seriously compromise both ethical decision-making in organizations and organizational performance. At the heart of this chapter is the question, 'Why should men work to transform and subvert a system that ostensibly privileges them?' We shall examine some of the fundamental assumptions of human behavior in organizations and explore how conventional forms of organizing (hierarchy, bureaucracy) and managing are not only masculine-gendered, but in fact undermine leadership and organizational effectiveness.

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  Asian American College Students

  Michelle Samura

  This encyclopedia entry focuses on the oppurtunities and limitations Asian American students face in the University system.

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  Best Practices in Writing Assessment for Instruction

  Robert C. Calfee and Roxanne Greitz Miller

  Our assignment in this chapter is to discuss best practices in writing assessment, a task that poses a twofold challenge for teachers-first, the task of providing authentic opportunities for students to acquire skill in writing while covering an ever-increasing array of other curriculum demands; second, the overriding pressures to ensure that students perform well on the standardized tests that have become the primary accountability index. As we complete this chapter, few state testing systems rely to any significant degree on performance tests for measuring student achievement. Multiple-choice tests dominate, and on-demand writing tests (including the SAT) generally contravene the counsel provided by the College Board. Our purpose is to survey assessment concepts and techniques supported by research and practical experience and to suggest ways to fit these ideas into the realities of policies that, although well intended, often conflict with best practices. The advice from the College Board illustrates this point; it captures many facets of best practices, but the real SAT assessment permits none of these elements. We have limited space for presenting how-to details, but we will provide selected references to help apply the ideas. The chapter is organized around three topics. First, we describe the concept of embedded classroom writing assessments designed to inform instruction and provide evidence about learning. The bottom line here is the recommendation that writing tasks (instruction and assessment) be designed to support the learning of significant academic topics (Urquhart & Mclver, 2005). Next, we present several contrasts that emerge from this perspective: process versus product, formative versus summative evaluation, and assessment versus testing. Finally, we review a set of building blocks that is essential to all writing assessments, especially those that are classroom-based: the prompt, the procedures, and the rubrics. As you have probably realized from the scenarios and the discussion thus far, our focus will be on composing more than mechanics. Attention to spelling and grammar is eventually important, but it helps if the writer has something to say and has learned how to organize his or her ideas.

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  Diverse Collective Leadership

  Margaret Grogan and Charol Shakeshaft

  "Encouraged by the evidence we have found in the research on women in educational leadership, in this chapter we offer some ways to reconceptualize the work of leadership to engage the collective voice and to challenge the status quo in the name of equity and diversity."

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  Finding a Voice: Families’ Roles in Schools

  Dianne L. Ferguson, Amy N. Hanreddy, and Philip M. Ferguson

  Every day, around the world, families of children with disabilities experience a wide range of settings and services meant to provide support for the challenges they face.

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  Revolutionary Critical Pedagogy for a Socialist Society: A Manifesto

  Peter McLaren

  "Those of us who have to sell our labor-power for a wage remain ensepulchured by the realities of the global meltdown and the militarization of the country. The poor are left to face the organized burden of being American in he paradise created by the rich and for the rich."

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  The Present King of France is Feeble-Minded: The Logic and History of the Continuum of Placements for People with Intellectual Disabilities

  Philip M. Ferguson

  This chapter focuses on the logic and history of the continuum of placements for people with intellectual disabilities.

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  Writing Useful, Accessible, and Legally Defensible Psychoeducational Reports

  Michael Hass and Jeanne Anne Carriere

  This important resource offers practical guidance on writing psychoeducational reports that directly respond to referral concerns. The authors provide recommendations and assessment information in a format easily understood by parents, teachers, and other educational and mental health professionals. Filled with numerous practice exercises, sample reports, helpful checklists, and end of chapter questions, this invaluable guide provides an approach to writing reports that will help school psychologists better meet the needs of the individualized education program (IEP) team, teachers, parents, and others working with the child.

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  A Problem-Solving Approach to School Violence Prevention

  Jim Larson and Randy T. Busse

  This chapter describes how a problem-solving process can be employed effectively in the context of team decision making to design, implement, and evaluate a comprehensive school violence prevention program. Problem solving is conceptualized as the systematic effort to reduce the discrepancy between a current undesirable situation, such as frequent bully behavior, and that of a more preferred circumstance. A five-step process is identified: (a) problem identification, (b) problem analysis, (c) problem response proposals, (d) response implementation, and (e) evaluation of prevention strategies. The model places heavy reliance on data-gathering and analysis at the building level to define the problem accurately, and then to monitor effectively the progress of subsequent prevention programs and procedures.

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  Bilingual Education as an EEO: Educational Enrichment Opportunity for All

  Anaida Colón-Muñiz and Norma Valenzuela

  "In this chapter, we present our position on the need for more, not less, bilingual education based not only on our personal experiences and on the evidence that is available in the literature verifying the value of bilingualism and biliteracy. Even with our bumpy experiences as young bilingual children, we are still better for it than if we had been raised without the benefit of two languages. But we also know it is time to do a better job with our youth in the United States as it refers to language development.

  In Part I, we argue that bilingual education should be viewed as an educational opportunity for every child in America and as enrichment, rather than a deficit program. In Part II, we show that well-designed and implemented dual-language or bilingual programs lead to higher achievement and better academic outcomes for students, their schools, and ultimately our society."

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  In the Market for Reconciliation? In Reconciliation and Pedagogy

  Donna Houston, Gregory Martin, and Peter McLaren

  "It is in the light of these events (and in the light of Australia's new Prime Minister Kevin Rudd's opening of parliament on 12 February 2008 with an apology to the Stolen Generations) that we frame our arguments in this chapter. In the first instance, we want to discuss how reconciliation in a dialogic and material sense is susceptible to the economic interests and political ideologies of the state… Here we argue that it might be useful to take a closer look at the political and economic forces that propel national reconciliation processes in the remaking of race and nation (see Marx 1998). We argue that, unless the deep-seated entitlements of Aboriginal sovereignty and land justice are settled, projects for reconciliation can only but skim the surface of a genuine rapprochement between Aboriginal and non-Aboriginal Australians. It is of course in this sense that the collective failure to recognize the embeddedness of Aboriginal disentitlement to the material interests of the modern Australian state is also to make the liberal error of seeing racism as abhorrent to modern nation making rather than as fundamental to it (Langton 1999; Gilmore 2002)."

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  Mentoring as a Social Justice Equalizer in Higher Education

  Whitney H. Sherman and Margaret Grogan

  "[T]he purpose of this chapter is to challenge commensense assumptions about mentoring and to revision the practice to one that is an inclusive, social justice equalizer for women in higher education. This work is distinct because it frames social justice and mentoring in action-oriented strategies and is situated in a mentoring relationship that has existed for almost 10 years in the higher education setting between two women: a mentor and protégée."

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  Petitioners as a Reflection of Their Community

  Shauna Reilly and Whitney McIntyre Miller

  "Petitioners of direct democracy play a fundamental role in the democratic process. These individuals are those who circulate petitions and endeavor to change laws through initiatives. Petitioners are motivated by a variety of reasons, and this can lead to differences not only in the laws they propose but also in their success. This chapter will examine the impact that community connections have on the petitioning process by exploring the effects of different typologies of petitioners on how connected they are to their community, attitudes toward fellow citizens, and happiness. To accomplish this task, this chapter will look at the different petitioner typology and the role of community networks in each."

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  Preface to Education, Equality and Human Rights: Issues of Gender, 'Race', Sexuality, Disability and Social Class

  Peter McLaren

  "It is evident everywhere that progressive educators around the world are harboring an anticipatory regret at what the world will surely be like if unbridled capitalism has its way. Great swathes of the globe are imploding from the expansion of the world capitalist system… Increasingly youth have been forced to sacrifice their futures in order to fund the endless wars on terror, to fund a crisis response program of bailing out the banks and to bolster the extravagant lifestyles of the financial elite. This calls for a revolutionary upsurge on the part of youth, with teachers playing a vital role in educating for socialism as state officials consistently refuse to consider increasing taxes on corporations and the rich to prevent public service and wage cuts."

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  Responsive Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families

  Emily S. Fisher and Kelly S. Kennedy

  The needs and rights of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and families are often ignored, generally misunderstood, and only rarely given priority by the school system. This book provides a practical and useful guide for school-based mental health professionals to support students, families, teachers, and administrators in the development of a safe, inclusive school environment for all LGBTQ students and families. It begins with an overview of the unique issues and challenges faced by LGBTQ students and families, including a discussion of sexuality and gender identity development within the interconnected contexts of home, school, and community. Practical steps are given for creating an inclusive school environment; implementing prevention and intervention techniques to address discrimination, bullying, and violence; and organizing effective counseling programs for LGBTQ students. These school-based efforts are then extended to working with families and communities to reinforce steps taken in the school context. An accompanying CD includes numerous handouts, sample letters, and other resources to assist the school-based mental health professional in implementing responsive and affirmative practices for LGBTQ students and families.