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Re-Examining Social Responsibility

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Abstract:

Given the increasing levels of demographic diversity, technological change and socio-economic inequalities associated with globalization, there is a need for a critical re-examination of the societal responsibilities associated with school leadership.

Ethical educational leadership within a diverse society is purpose-driven action, grounded in the first principles of the profession, and exercised by individuals and /or groups.

Leadership ought to be a formative and critical process that informs practice. It requires leaders to utilize instrumental structures as organizers or starting points for dialogue. These structures cannot be trusted explicitly as guides to practice; they are not prescriptive.

They are a means by which ethical educational leaders engage in actions that are informed by and grounded in the specificity of context, but which are not necessarily controlled by that context.
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p396622_index.html
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MLA Citation:

Begley, Paul., Goddard, Tim. and Leeman, Yvonne. "Re-Examining Social Responsibility" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p396622_index.html>

APA Citation:

Begley, P. , Goddard, T. and Leeman, Y. "Re-Examining Social Responsibility" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p396622_index.html

Publication Type: Symposium Paper
Abstract: Given the increasing levels of demographic diversity, technological change and socio-economic inequalities associated with globalization, there is a need for a critical re-examination of the societal responsibilities associated with school leadership.

Ethical educational leadership within a diverse society is purpose-driven action, grounded in the first principles of the profession, and exercised by individuals and /or groups.

Leadership ought to be a formative and critical process that informs practice. It requires leaders to utilize instrumental structures as organizers or starting points for dialogue. These structures cannot be trusted explicitly as guides to practice; they are not prescriptive.

They are a means by which ethical educational leaders engage in actions that are informed by and grounded in the specificity of context, but which are not necessarily controlled by that context.


Similar Titles:
The Inequality of Participation: Re-examining the Role of Social Stratification on Political Participation across Europe

Re-examining the Relationship between Social Bonds, State- and Trait- Self Control and Offending.

Social Control Revisited: Examining Hirschi’s Re-Statement of the Relationship between Social- and Self-Control


 
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