Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

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
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 appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Advocacy Leadership: Toward an Authentic Post-Reform Agenda in Education
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: August 03, 2009
https://www.tcrecord.org ID Number: 15733, Date Accessed: 9/24/2021 4:33:27 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

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
In Print
This Month's Issue