Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice (Hc)
Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice (Hc)
Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice (Hc)
Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice (Hc)
Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice (Hc)
Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice (Hc)
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Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice (Hc)

Whitney Sherman Newcomb

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03 June 2014
$273.00
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A volume in Educational Leadership for Social JusticeSeries Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University;Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University;Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse UniversityThe idea for this book was born from discussions at several recent academic events including the Women LeadingEducation (WLE) International Conference in Volos, Greece (2012) and the University Council for EducationalAdministration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongstourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated tothe study of women in leadership. At both the WLE Conference and the UCEA Conference, we heard frustration fromveteran women in the field that the study of women in leadership is stagnant and has not moved forward in several years; with scholars new to the field continuing towrite and publish work about barriers to aspiring and practicing women leaders (the same types of reports that began the "formal" inquiry into women's lives as leadersback in the 1980s) without being able to push forward with "new" information or ideas for change. In essence, the concerns and questions that were posed from someveteran women were: Why are we continuing to report the same things that we reported 30 years ago?; Why are we still talking about barriers to women in leadership?;and Why haven't we moved past gender binaries in regard to leadership ideas and practice? Considering these questions, some women new to the field countered withtheir own set of responses and questions that included: Is it not significant to report that some women are still experiencing the same types of barriers in leadership thatwere highlighted 30 years ago?; Is it accurate to report that all women's voices have now been heard/represented?; and How can we report something different if it hasn'thappened?The discussions that have ensued between veteran women and those new to the field inspired us to develop a book that situates women in leadership exactly where we aretoday (and reports the status of girls who are positioned to continue the "good fight" that began many years ago) and that both highlights the changes that have occurredand reports any stagnancy that continues to threaten women's positionality in educational leadership literature,practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting,disrupting, and revolutionizing educational policy and practice. Our book reports women's leadership activities andknowledge in both the k-12 and university settings and concludes with chapters ripe with ideas for pushing forchange through policy, advocacy, and activism. The final chapter presents themes that emerged from the individualchapters and sets forth an agenda to move forward with the study of women in leadership.
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Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice (Hc)

$273.00

Description

A volume in Educational Leadership for Social JusticeSeries Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University;Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University;Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse UniversityThe idea for this book was born from discussions at several recent academic events including the Women LeadingEducation (WLE) International Conference in Volos, Greece (2012) and the University Council for EducationalAdministration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongstourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated tothe study of women in leadership. At both the WLE Conference and the UCEA Conference, we heard frustration fromveteran women in the field that the study of women in leadership is stagnant and has not moved forward in several years; with scholars new to the field continuing towrite and publish work about barriers to aspiring and practicing women leaders (the same types of reports that began the "formal" inquiry into women's lives as leadersback in the 1980s) without being able to push forward with "new" information or ideas for change. In essence, the concerns and questions that were posed from someveteran women were: Why are we continuing to report the same things that we reported 30 years ago?; Why are we still talking about barriers to women in leadership?;and Why haven't we moved past gender binaries in regard to leadership ideas and practice? Considering these questions, some women new to the field countered withtheir own set of responses and questions that included: Is it not significant to report that some women are still experiencing the same types of barriers in leadership thatwere highlighted 30 years ago?; Is it accurate to report that all women's voices have now been heard/represented?; and How can we report something different if it hasn'thappened?The discussions that have ensued between veteran women and those new to the field inspired us to develop a book that situates women in leadership exactly where we aretoday (and reports the status of girls who are positioned to continue the "good fight" that began many years ago) and that both highlights the changes that have occurredand reports any stagnancy that continues to threaten women's positionality in educational leadership literature,practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting,disrupting, and revolutionizing educational policy and practice. Our book reports women's leadership activities andknowledge in both the k-12 and university settings and concludes with chapters ripe with ideas for pushing forchange through policy, advocacy, and activism. The final chapter presents themes that emerged from the individualchapters and sets forth an agenda to move forward with the study of women in leadership.

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