If Dr. King Were a Principal: Building the "Beloved Community" in Schools.

Hillis, Michael; Woolworth, Stephen

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Title: If Dr. King Were a Principal: Building the "Beloved Community" in Schools

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Title:	If Dr. King Were a Principal: Building the "Beloved Community" in Schools
Authors:	Hillis, Michael; Woolworth, Stephen
Descriptors:	Inclusive Schools; Educational Change; Public Education; School Community Relationship; Beliefs; Violence; Freedom
Source:	Democracy & Education, v18 n1 p9-15 Oct 2008
More Info: Help Peer Reviewed:	Yes
Publisher:	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://lclark.edu/org/journal
Publication Date:	2008-10-00
Pages:	7
Pub Types:	Journal Articles; Opinion Papers
Abstract:	In this article, the authors offer a more humanistic vision of educational community, one that is substantive in content yet flexible in its application to the diverse contexts in which American schooling occurs. In doing so, the authors turn specifically to the nonviolent philosophy of Dr. Martin Luther King, Jr. and consider what a school community might look like if he were its principal. The authors believe King's conceptualization of the "Beloved Community" provides a cogent theoretical framework through which to re-imagine the creation of safe and inclusive school communities within the public education system. The authors argue that King's ideas about respecting the sacredness of human personality, establishing freedom, and recognizing the solidarity of human family, while admittedly high-minded and utopian, provide a needed moral lens through which to understand not only how one might cultivate safe communities of learning, but also what one should value most within them.
Abstractor:	ERIC
Reference Count:	29

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Identifiers:	N/A
Record Type:	Journal
Level:	N/A
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Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1085-3545
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://www.lclark.edu/org/journal/v18n1.html

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