Educational Curriculum Leadership as Currere and Praxis

References

• Autio, T. (2014). The internationalization of curriculum research. In W. F. Pinar (Ed.), International handbook of curriculum research (pp. 301–328). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Biesta, G. J. J., & Säfström, C. A. (2011). A manifesto for education. Policy Futures in Education, 9(5), 540–547. doi:10.2304/pfie
   Google Scholar
• Blount, J. (2008). History as a way of understanding and motivating. In I. Bogotch, F. Beachum, J. Blount, J. Brooks, & F. English, Radicalizing educational leadership: Dimensions of social justice (pp. 17–38). Rotterdam, NL: Sense Publishers.
   Google Scholar
• Bogotch, I. (2008). Social Justice as an educational construct. In I. Bogotch, F. Beachum, J. Bount, J. Brooks, & F. English. Radicalizing educational leadership: Dimensions of Social Justice (pp. 79–112). Rotterdam, NL: Sense Publishers.
   Google Scholar
• Bogotch, I., Schoorman, D., & Reyes-Guerra, D. (in press). Forging the needed dialogue between educational leadership and curriculum inquiry: Placing social justice, democracy, and multicultural perspectives into practice. In M. Uljens, & R. Ylimaki Eds., Theory and research on educational leadership as curriculum work: Toward A comparative, international dialogue. New York, NY: Springer.
   Google Scholar
• Brayboy, B. M. J., Castagno, A. E., & Maughan, E. (2007). Equality and justice for all? Examining race in education scholarship. Review of Research in Education, 31, 159–194. doi:10.3102/0091732X07300046159
   Web of Science ®Google Scholar
• Brown, K. (2006). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, XLII(5), 700–745.
   Google Scholar
• Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution. New York, NY: Zone Books.
   Google Scholar
• Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Callahan, R. (1962). Education and the cult of efficiency. Chicago, IL: University of Chicago Press.
   Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (2nd ed., pp. 1-20). Thousand Oaks, CA: Sage.
   Google Scholar
• Denzin, N. K., Lincoln, Y. S., & Smith, L. T. (Eds.). (2008). Handbook of critical and indigenous methodologies. Los Angeles, CA: Sage.
   Google Scholar
• Dewey, J. (1909). Moral principles in education. Carbondale, IL: Southern Illinois University Press.
   Google Scholar
• Dewey, J. (1952). Reconstruction in philosophy. New York, NY: Mentor Books. (Original work published 1920).
   Google Scholar
• Dewey, J. (1954). The public and its problems. Athens, OH: Swallow. (Original work published 1927).
   Google Scholar
• Dewey, J. (1963). Experience and education. New York, NY: Collier. (Original work published 1938)
   Google Scholar
• English, F. W. (2000). Deciding what to teach and test (millennium ed.). Thousand Oaks, CA: Corwin.
   Google Scholar
• English, F. W. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield, Illinois: Charles C. Thomas.
   Google Scholar
• Erickson, E. (1963). Childhood and society. New York: W.W. Norton & Co.
   Google Scholar
• Etzioni, A. (Ed.). (1969). The semi-professions and their organizations: Teachers, nurses, and social workers. New York, NY: Free Press.
   Google Scholar
• Foshay, A. W. (1961). A modest proposal. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
   Google Scholar
• Foshay, A.. W. (1975). Education: Some present needs for future excellence (p. 196). Association for Supervision and Curriculum Development (ASCD).
   Google Scholar
• Foucault, M. (1972). The archeology of knowledge and discourse on language. New York, NY: Pantheon Books.
   Google Scholar
• Freire, P. (1970). Cultural action and conscientization. Harvard Educational Review, 40(3), 452–477. doi:10.17763/haer.40.3.h76250x720j43175
   Web of Science ®Google Scholar
• Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). New York, NY: Continuum.
   Google Scholar
• Garrison, J. (1999). John Dewey. In M. Peters, T. Besley, A. Gibbons, B. Žarnić, & P. Ghiraldelli (Eds.), The encyclopaedia of educational philosophy and theory. Retrieved from http://eepat.net/doku.php?id=dewey_john
   Google Scholar
• Goldstein, H. (2014). The teacher wars: A history of America’s most embattled profession. New York, NY: Anchor Books.
   Google Scholar
• Greene, M. (1978). Wide-awakeness and the moral life. In Landscapes of Learning. New York, NY: Teachers College Press.
   Google Scholar
• Guba, E. (1990). The alternative paradigm dialogue. In E. G. Guba (Ed.), The paradigm dialog (pp. 17–27). Newbury Park, CA: Sage.
   Google Scholar
• Guba, E., & Lincoln, Y. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds), The Sage handbook of qualitative research (2nd ed., pp. 191–215). Thousand Oaks, CA: Sage.
   Google Scholar
• James, W. (1907/1968). The one and the many (Lecture Four). In Pragmatism and other essays. New York, NY: Washington Square.
   Google Scholar
• Jansen, J. (2008). Knowledge in the blood. Stanford, CA: Stanford University Press.
   Google Scholar
• Kincheloe, J., & McLaren, P. (2005). Rethinking critical theory and qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (2nd ed., pp. 303–342). Thousand Oaks, CA: Sage.
   Google Scholar
• Kliebard, H. (2004). The struggle for the American curriculum: 1893–1958. New York, NY: Routledge.
   Google Scholar
• Koopman, G. R., Miel, A., & Misner, P. (1943). Democracy in school administration. New York, NY: Appleton-Century
   Google Scholar
• Ladson Billings, G. (2006). From the achievement gap to the educational debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. doi:10.3102/0013189X035007003
   Google Scholar
• Ladson Billings, G., & Tate, W. (Eds.). (2006). Education research in the public interest: Social justice, action, and policy. New York, NY: Teachers College Press.
   Google Scholar
• Larabee, D. (1987). Politics, markets, and the compromised curriculum. Harvard Educational Review, 57(4), 480–488.
   Google Scholar
• Leithwood, K., & Seashore-Louis, K. (2012). Linking leadership to student learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Lopez, G. R., & Parker, L. (Eds.). (2003). Interrogating racism in qualitative research methodology. New York, NY: Peter Lang.
   Google Scholar
• Maxcy, S. J. (1991). Educational leadership: A critical pragmatic perspective. Westport, CT: Bergin & Garvey.
   Google Scholar
• May, P., & Sleeter, C. (2010). Introduction. In P. May, & C. Sleeter (Eds.), Critical multiculturalism: Theory and praxis (pp. 1–16). New York, NY: Routledge.
   Google Scholar
• Mershon, S., & Schlossman, S. (2008). Education, science, and the politics of knowledge: The American Educational Research Association, 1915–1940. American Journal of Education, 114, 307–340. doi:10.1086/529506
   Web of Science ®Google Scholar
• Mindell, A. (1992). The leader as martial artist: An introduction to deep democracy (1st ed.). San Francisco, CA: Harper San Francisco.
   Google Scholar
• Parten, M. (1933). Social play among preschool children. Journal of Abnormal and Social Psychology, 28, 136–147. doi:10.1037/h0073939
   Google Scholar
• Pinar, W. F. (2001). The synoptic text today. Journal of Curriculum Theorizing, 20(1), 7–22.
   Google Scholar
• Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Rawls, J. (1971). A theory of justice (Original ed.). Cambridge, MA: Belknap Press of Harvard University Press. ISBN 0674017722
   Google Scholar
• Reyes-Guerra, D., & Bogotch, I. (2011). Curriculum inquiry as a transformative leadership skill. In C. Shields (Ed.), Transformative leadership reader (pp. 137–154). New York, NY: Peter Lang.
   Google Scholar
• Schön, D. (1983). The reflective practitioner: How professionals think in action. London, UK: Temple Smith.
   Google Scholar
• Schoorman, D. (2014a). How should researchers act in the context of social injustice? Reflections on the role of the researcher as a social justice leader. In I. Bogotch & C. Shields (Eds.), International handbook of educational leadership and social (in)justice (pp. 217–232). New York, NY: Springer.
   Google Scholar
• Schoorman, D. (2016). From the “ivory tower” to “the university of the poor”: A professor’s educational journey. Urban Education, 51(7), 797–823. doi:10.1177/0042085914549362
   Web of Science ®Google Scholar
• Sen, A. (1999). Development as freedom. Oxford, NY: Oxford University Press.
   Google Scholar
• Shields, C. (2004, February). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109–132. doi:10.1177/0013161X03258963
   Web of Science ®Google Scholar
• Shor, I. (1987). A pedagogy for liberation: Dialogues on transforming education. South Hadley, MA: Bergin & Garney.
   Google Scholar
• Spring, J. (2010). Deculturalization and the struggle for equality (6th ed.). Boston, MA: McGraw-Hill.
   Google Scholar
• Stovall, D. (2007). Towards a politics of interruption: High school design as politically relevant pedagogy. International Journal of Qualitative Studies in Education, 20(6), 681–691. doi:10.1080/09518390701630825
   Google Scholar
• Trabue, M. R. (1926). Educational research in 1925. Journal of Educational Research, 13(May), 336–344. doi:10.1080/00220671.1926.10879653
   Google Scholar
• Tyack, D. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Uljens, R., & Ylimaki, M. (2015). Curriculum work as educational leadership: paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1, 30–40.
   Google Scholar
• Vavrus, M. (2015). Diversity and education: A critical multicultural approach. New York, NY: Teachers College Press.
   Google Scholar
• Woods, A., Dooley, K., Luke, A., & Exley, B. (2014). School leadership, literacy and social justice: The place of local school curriculum planning and reform. In I. Bogotch & C. Shields (Eds.), International handbook on educational leadership and (in)social justice (pp. 509–520). New York, NY: Springer.
   Google Scholar