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ERIC Number: EJ973822
Record Type: Journal
Publication Date: 2012-Mar
Pages: 3
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1525-1810
Comments on Leading Special Education in an Era of Systems Redesign: A Practitioner's Perspective
Scribner, Kent Paredes
Journal of Special Education Leadership, v25 n1 p53-55 Mar 2012
The author of this article provides commentary on four articles published in this issue: (1) "Leadership for Rich Learning in High-Poverty Schools" (Oyler and Fuentes); (2) "Suspended in Liminal Space: Special Education Administrators and the Decade of Educational Reform within the NYC School System" (Connor); (3) "Defining Leadership in Charter Schools: Examining the Intersection of Social Justice and Special Education," (Shealey, Thomas, and Sparks); and (4) "Troubling Special Education Leadership: Finding Purpose, Potential and Possibility in Challenging Contexts" (McHatton, Glenn, Sue, and Gordon). The first two articles listed focused on "special education" in New York City. The article by Shealey, Thomas, and Sparks argues for building a "social justice bridge" between special education and the urban charter school. The article by McHatton et al. defines critical leadership as courageous leadership. Scribner contends that the four main points derived from these four articles are: (1) "At risk" sends the wrong message; (2) Use "contextual learning," rather than teaching discreet skills in isolation of students' families and communities; (3) Question the "business model" of leadership in education because the idea of "turning around schools" and uprooting school personnel (i.e., leaving special education administrators in "liminal space") is the latest educational fad; and (4) The notions of "social justice" and "critical leadership" are inextricably intertwined.
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York