Journal article
Transforming an academy through the enactment of collective curriculum leadership
Journal of Curriculum Studies, Vol.39(2), pp.151-175
2007
Abstract
Although the transformation of relevant curriculum experiences for youth from impoverished backgrounds in large urban high schools in the US offers many leadership challenges for faculty, few studies have focused on the roles of students and teachers in the creation of distributed leadership practices to build and sustain improved learning environments. Through ethnography, this paper explores the leadership dynamics in one academy within a large urban high school whose students are mostly African‐American. Students in some classes had opportunities to participate in cogenerative dialogues and, in so doing, learned how to interact successfully with others, including their teachers and peers, and build collective agreements for future classroom roles and shared responsibility for their enactment. The study highlights the centrality of successful interactions among participants and the extent to which co‐respect and co‐responsibility for goals occur. Initially, a lack of trust within the community undermined tendencies to build solidarity throughout the community, despite a commitment of the academy’s co‐ordinator to be responsive to the goals of others, listen to colleagues and students, and strive for collective goals. It is argued that all participants in a field need to take responsibility for accessing and appropriating structures to achieve positive emotional energy through collective curriculum leadership and climates that create and sustain educational accomplishments. Furthermore, it is suggested that individual and collective actions should be studied dialectically in subsequent research on leadership dynamics in schools.
Details
- Title
- Transforming an academy through the enactment of collective curriculum leadership
- Authors/Creators
- S.M. Ritchie (Author/Creator)K. Tobin (Author/Creator)W‐M Roth (Author/Creator)C. Carambo (Author/Creator)
- Publication Details
- Journal of Curriculum Studies, Vol.39(2), pp.151-175
- Publisher
- Routledge as part of the Taylor and Francis Group
- Identifiers
- 991005543600907891
- Copyright
- 2007 Taylor and Francis
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
Metrics
252 File views/ downloads
121 Record Views
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- Collaboration types
- Domestic collaboration
- International collaboration
- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.295 Science Education
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general