Academic Leadership: The Online Journal
Abstract
Ladson-Billings’ assertion that students’ familial and cultural identities must be recognized and more fully incorporated into the educative process finds much support in the community of progressive educational scholarship, as countless academics (including bell hooks, Paulo Freire, Peter McLaren, and Henry Giroux) and activists (including Myles Horton and Ernie Cortes) have critiqued generalist models of education that ignore community assets in their structures and delivery. Ladson-Billings and others insist that when educational programs (both school and community-situated) are designed and implemented as if they occur in social vacuums they implicitly ignore unique community identities and modes of understanding. They relegate these identities and modes of understanding to positions of irrelevance.
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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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Recommended Citation
Miller, Peter and Engel, Max
(2008)
"Critically Prophetic Action in the Public Square: Transformational Insights for School and Community Leaders,"
Academic Leadership: The Online Journal: Vol. 6:
Iss.
2, Article 6.
DOI: 10.58809/LBML8187
Available at:
https://scholars.fhsu.edu/alj/vol6/iss2/6
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Educational Leadership Commons, Higher Education Commons, Teacher Education and Professional Development Commons
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