By Gary L. Anderson
During this well timed and demanding new ebook, Gary Anderson presents a devastating critique of why a managerial position for tutorial leaders is counterproductive, specifically for making improvements to 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 schedule 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 provides a compelling argument for the necessity to stream clear of present inauthentic and inequitable methods to college reform so as to jump-start a talk approximately another imaginative and prescient of schooling at the present time.
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Additional resources for Advocacy Leadership: Toward a Post-Reform Agenda in Education (Critical Social Thought)
Many critical scholars, including this author, have argued over the years that public schools not only could not ameliorate social inequalities, but that in fact, they may contribute to them though practices, such as tracking, that helped to reproduce an inequitable social order. School Reform, Authenticity, and Advocacy • 25 But everyone, from Left to Right, from the academy to the school house, was optimistic that public schools could be made to work better for teachers and for children and that they could be changed.
Undoubtedly some bad teachers disliked the extra attention because now they actually had to do something. Many teachers—generally, not the bad ones—retired early in disgust; others persevered, finding ways to work in the interstices of the reform. Some good principals with good teachers were able to raise test scores without throwing out authentic teaching practices. But one thing was certain, teaching and administration in schools would never be the same. Finally, change experts had succeeded, but teachers were not celebrating.
In this chapter, I also describe, using my experience growing up in a factory town, the economic and social changes that occurred from a Keynesian, “welfare” state to a neoliberal “competition” state inspired by Milton Friedman’s free market and human capital theories. I link this economic shift since the late 1970s to aspects of recent reforms that promote the marketization and semiprivatization of the public sector, along with managerial concepts borrowed from business that have created an “audit culture” in schools that has increased levels of inauthenticity.
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