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ERIC Number: EJ838705
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: ERIC
Reference Count: 28
ISSN: ISSN-0737-5328
Democratically Accountable Leader/ship: A Social Justice Perspective of Educational Quality and Practice
Mullen, Carol A.
Teacher Education Quarterly, v35 n4 p137-153 Fall 2008
This study was designed to elicit concepts and practices of democracy and accountability from education practitioners--graduate students who are teachers and leaders in schools and who are differently positioned as workers in higher education systems. The author's intention was to prompt active and reflective thinking on the part of the students with respect to the cultivation of their dispositions and behaviors as emerging democratically accountable leaders. Through a writing activity the author created, she attempted to present summations of the learning that they had internalized, expressed, and mediated. Alternatively or as a next step, democratic discourse can be used to interrogate taken-for-granted beliefs and practices around diversity and acts of oppression; such an encounter has the potential to force change in people's identities (Ringo, 2006; Stevens & Mitchell, 2006). The author presents thematic results from the democratic writing exercise, organized to highlight the students conceptions of democracy, accountability, and democratic accountability. Implications of this research for teacher education highlight the role of reflection and experience in the making of justice-minded educators. Creative and bold approaches for exploring how developing teachers and leaders alike understand "social justice education" with respect to thought-provoking concepts are needed. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina