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Advocacy Leadership: Toward an Authentic Post-Reform Agenda in Education


reviewed by Michelle Collay — August 03, 2009

coverTitle: Advocacy Leadership: Toward an Authentic Post-Reform Agenda in Education
Author(s): Gary L. Anderson
Publisher: Routledge, New York
ISBN: 0415994284, Pages: 216, Year: 2009
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Gary Anderson’s text Advocacy Leadership is a thought-provoking treatise about the failure of educational reforms and the critical need for educators to advocate for authentic education for the least-served students. Reflecting on a lifetime of teaching, leading, and studying urban schools, he offers multiple examples of conservative ideologies and market forces driving educational reform throughout the last century. He supports his arguments by drawing on historical, cultural, and economic theories, demonstrating that, on one hand, reform efforts go back decades and are rooted in conflicting beliefs about the purpose of schooling. On the other hand, current reforms are more virulent and render education inauthentic to its core. Anderson argues that leading schools is necessarily a political act and that urban school leaders must be stalwart advocates for the most vulnerable students and families. Advocacy leaders must challenge reform initiatives that benefit private interests rather than truly educating all students for... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 03, 2009
http://www.tcrecord.org ID Number: 15733, Date Accessed: 12/15/2017 6:48:37 PM

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About the Author
  • Michelle Collay
    California State University
    E-mail Author
    MICHELLE COLLAY is associate professor of Educational Leadership and is Curriculum Coordinator of the Education Doctorate at California State University, East Bay, Hayward, CA. Her research interests focus on teacher leadership and women leaders of color. Recent publications include: Collay, M. (2009) Leadership identity development of women of color. Paper presented at the American Educational Research Association, San Diego, April. Collay, M. & Cooper, J. (2008). The role of self-authorship in developing women leaders. Journal of Research on Leadership Education. 3(2)December; Gagnon, G. & Collay, M. (2006) Constructivist learning design: Key questions for teaching to standards. Thousand Oaks: Corwin Press. Collay, M. (2006) Discerning professional identity and becoming bold, socially responsible teacher leaders. Educational Leadership and Administration: Teaching and Program Development. 18(Fall, 2006)131-146.
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