![]() Drawing on critical pedagogies, with a focus on critical race theory and critical whiteness studies, in-depth interviews were conducted with four administrators in the Toronto District School Board to explore how this demographic of administrators understands and enacts the five dimensions presented in this framework. Furman's (2012) Praxis-Dimension-Capacities Framework of leadership for social justice is used to explore the perspective of four white, middle-class female school administrators, who self-identify as social justice leaders and as privileged in relation to the students, families and communities they serve. This study explores leadership for social justice from the perspective of school principals who identify as privileged. Comme élément de sa critique de l'impact néfaste du néolibéralisme, l'article propose des recommandations en guise de moyens de résistance critique à l'instrumentalisme en éducation. L'article affirme que le programme néolibéral est incompatible avec des pratiques éducatives cruciales. L'article veut également perturber la théorie néolibérale et problématiser une rationalité qui s'est infiltrée dans les programmes de formation des enseignants. Cet article offre une réflexion critique des changements découlant de l'impact néolibéral sur les milieux éducatifs qui touchent la formation des enseignants partout au Canada. As a mode of critical resistance to educational instrumentalism, the paper offers recommendations as part of its critique on the deleterious impact of neoliberalism. ![]() ![]() The article maintains that the neoliberal agenda is incompatible with critical educational practices. It also seeks to disrupt the neoliberal narrative and problematize a rationality that has permeated teacher education programs. This article offers a critical reflection of the changes experienced in teacher education across Canada in light of the neoliberal impact on educational spaces. ![]()
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