By Gary L. Anderson
During this well timed and demanding new e-book, Gary Anderson presents a devastating critique of why a managerial position for academic leaders is counterproductive, specifically for making improvements to possibilities for low-income scholars and scholars of colour, and as an alternative proposes methods of re-theorizing academic management to stress its advocacy function. 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 function definition. Drawing on own narrative, discourse research, and interdisciplinary scholarship, Anderson gives you a compelling argument for the necessity to circulation clear of present inauthentic and inequitable methods to varsity reform for you to jump-start a talk approximately an alternate imaginative and prescient of schooling at the present time.
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7. An emphasis on testing basic skills obscures the role of the humanities, the arts, and child and adolescent development. Children are treated as products to be tested, measured, and made more uniform. 8. The law operates through sanctions, it takes Federal Title I funding away from educational programming in already overstressed schools and uses funds to bus students to other schools or to pay for private tutoring firms. 9. The law exacerbates racial and economic segregation in urban areas. Because urban schools have more subgroups and more complex demands, they are more likely to be labeled “in need of improvement” than more affluent districts.
Those who acquire extra resources for their schools are often not creating new resources for low-income kids, but rather successfully winning the resources away from other equally deserving schools. Here’s a brief example of what I mean by calling for school professionals to see themselves as advocates for children in schools. When our daughter was in the second grade, she attended an elementary school in New Mexico in an urban neighborhood in which roughly half of the students were from middle-class families and the other half were from largely Latino lower-income families.
They expose their students to multiple career options, and provide alternatives to the military recruiters’ pitch. They understand the stressors on low-income parents, the time constraints on teachers, and the anxieties parents have around the success and well-being of their children. And yet, they draw an ethical line that cannot be crossed—not to be authoritarian, but to de- Introduction • 15 fend against the powerful using their power against the powerless. While being prounion, they are not afraid to fight the union when it is supporting policies that put the needs of teachers above those of children.
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