Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
What Do We Do in the Meantime? Naive Academic Discourse brilliant contrast of the "iron cage of modernity" contrasted with the humane and organic anthropological approach "Addiction" or "Insanity": Changing the grammar of schooling SHG comments on Gregory Review
more >>

Announcements

[conference] Five Years of Post-Katrina Educational Refrom

Multiple Childhoods/Multidisciplinary Perspectives: Interrogating Normativity in Childhood Studies

Call for Proposal - Social Studies Conference

CALL FOR CHAPTER PROPOSALS: THE WORLD BANK’S EDUCATION POLICY DEVELOPMENT AND REVISION

Equity and Social Justice Conference: Richard Stockton College of NJ

CfP: BJSEP

new listserve: Exploring Childhood Studies

make a post | more >>

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

reviewed by Michelle Collay � August 03, 2009

Title: 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
Search for book at Amazon.com

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.)

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Cite This Article as: Teachers College Record, Date Published: August 03, 2009
http://www.tcrecord.org ID Number: 15733, Date Accessed: 9/2/2010 10:47:17 PM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

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.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues:

Friends