By Gary L. Anderson
During this well timed and demanding new ebook, Gary Anderson offers a devastating critique of why a managerial function for academic leaders is counterproductive, specially for bettering possibilities for low-income scholars and scholars of colour, and in its place proposes methods of re-theorizing academic management to stress its advocacy position. Advocacy management lays out a post-reform time table 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 can provide a compelling argument for the necessity to movement clear of present inauthentic and inequitable techniques to varsity reform so as to jump-start a talk approximately an alternate imaginative and prescient of schooling this day.
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Extra resources for Advocacy Leadership: Toward a Post-Reform Agenda in Education (Critical Social Thought)
Example text
I told them not to confuse test prep with education, and we bonded around our plot to outwit the test. Together we were “getting over” on the system. Though at the tender age of 25, I was, in many ways, naïve and paternalistic, I saw myself as their advocate in a world in which few were looking out for their welfare. But, at a broader level, I had only a partial understanding of the vast economic and political changes that were occurring around us during the 1970s and 1980s, changes we would later refer to with terms like the new economy, new capitalism, and neoliberalism.
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. In fact, a whole new field of study, “educational change,” was created to better understand how to break the code of the seemingly intractable grammar of schooling. But until recently, it was assumed that however we succeeded in improving schooling, it would be in the context of core values of a system of public schooling aimed at making opportunity available to all American children.
Although I do not believe this period is big business’s finest hour, I am also not interested in writing an antibusiness book. I have actually owned two (not very successful) small businesses myself, and believe in a vibrant private sector economy. The book does, however, argue against the inappropriate transfer of ideas from one sector to another (see Cuban, 2004, for a more extensive discussion of this). While the book is scholarly, I do not believe that scholars have to be neutral when making an argument for 16 • Advocacy Leadership or against something.
