Dialogue is Not Just Talk: A New Ground for Educational LeadershipP. Lang, 2005 - 187 pàgines This is the first and only book that examines dialogue as it pertains to the work of school leaders. The authors of Dialogue Is Not Just Talk develop a theory of dialogic leadership that bridges the gaps between the pioneering philosophical works of such seminal thinkers as Bakhtin, Buber, and Gadamer, as well as the work of educational leaders. Using examples, vignettes, and illustrations, this book develops both a theoretical and a practical approach to educational leadership. Dialogue Is Not Just Talk speaks to leaders striving to develop relationships, improve understanding, overcome conflict, and create an increased sense of community within diverse contexts and pluralistic societies. This book will be useful in academic and practical settings. |
Des de l'interior del llibre
Resultats 1 - 3 de 22.
Pàgina 71
... principal dealing with the situation . The principal's understanding grows as the parts of both participants ' stories mesh and clash . Understanding grows further as she adds the observations of Kenny's classmates . The principal's ...
... principal dealing with the situation . The principal's understanding grows as the parts of both participants ' stories mesh and clash . Understanding grows further as she adds the observations of Kenny's classmates . The principal's ...
Pàgina 73
... principal ( like all of us ) brings to the situation her own experiences as a student , teacher , and principal . Imagine that she is enrolled in a graduate course in the sociology of education , extending her already strong liberal ...
... principal ( like all of us ) brings to the situation her own experiences as a student , teacher , and principal . Imagine that she is enrolled in a graduate course in the sociology of education , extending her already strong liberal ...
Pàgina 74
... principal had once been bullied by this teacher when she had been particularly vulnerable as a new principal and thus was suspicious of his use of his own power . And further , she has a visceral , reflexive response to his approach to ...
... principal had once been bullied by this teacher when she had been particularly vulnerable as a new principal and thus was suspicious of his use of his own power . And further , she has a visceral , reflexive response to his approach to ...
Continguts
List of Figures | 1 |
Acknowledgments | 7 |
A Beginning | 14 |
Copyright | |
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Dialogue is Not Just Talk: A New Ground for Educational Leadership Carolyn M. Shields,Mark M. Edwards Previsualització limitada - 2005 |
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absolute regard achieve acknowledge argue aware Bakhtin become behavior believe Buber Burbules carnival carnivalesque challenges chaos theory chapter commitment concept of dialogue context create critical theory cultural deep democracy deeper deeply democratic democratic school Descartes developed dialogic leadership dialogic relation dialogic relationships dialogical understanding diverse educational administration Educational Administration Quarterly educational leaders educational leadership empathy emphasis encounter ethical experience focus Freire fundamental Gadamer Hence heteroglossia High School Hopeful High School Hopeless High horizon human I-Thou I-Thou relationship ideas important individuals institutions interactions knowledge learning live meaningful meanings Michel monologic moral Mosaic Community School multiple occur one's ontological opportunity organizations other's ourselves parents participants permits person perspectives play polyphony position possibility postmodernism potential power relations prejudices and situatedness principal programs rational relationships and understanding requires school communities scientific management Sidorkin situation social Sonny Starratt teacher theory thinking to-and-fro truth voices words