There is a substantial body of important work that connects qualitative research and critical pedagogy at the level of teaching. Much of this literature is geared toward assisting teachers in becoming non-paternalistic agents of social change in their own classrooms. However, the connections between research and practice, from a critical pedagogical perspective, are far less frequently commented on at the level of policy. This book therefore seeks to provide educational leaders with a critical pedagogical approach to assess and reflect on their own work. The book is also designed to offer teachers and professors intellectual and practical tools for democratizing the leadership structures to which they are subjected.

Autorentext

The Author: Curry Stephenson Malott is Professor of Education at D Youville College in Buffalo, New York. He has worked as an educational consultant for the Menominee Tribal School and Menominee High School on the Menominee Indian Reservation in Wisconsin. His most recent books include A Call to Action: An Introduction to Education, Philosophy, and Native North America (Peter Lang, 2008); The Destructive Path of Neoliberalism: An International Examination of Urban Education, co-edited with Bradley Porfilio; Teaching Native America Across the Curriculum: A Critical Inquiry (Peter Lang, 2009) with Chairwoman Lisa Waukau and Lauren Waukau-Villagomez; Critical Pedagogy in the 21st Century: A New Generation of Scholars, co-edited with Bradley Porfilio; and Critical Pedagogy and Cognition: An Introduction to Postformal Psychology (forthcoming).