In these essays African American, Asian American, Latina, Pacific Islander, and Native American women share their experiences working within the field of social work, describing their rise to leadership and their efforts to maintain authority. Emphasizing themes of social change and justice, these narratives make visible the unique challenges faced by leaders and administrators of color, an issue that continues to affect women within the field today.
Trading on decades of experience, Halaevalu F. O. Vakalahi and Wilma Peebles-Wilkins choose essays that specifically examine concerns and techniques facilitating the development of women of color as leaders. Their lessons inform future research, policy, and practice and are sure to enhance scholarship on diversity within the profession. There is even a chapter written by a university vice president, who focuses entirely on working within the academy. Altogether, these contributors prove that culturally based paradigms of leadership, historically devalued and suppressed, are crucial to women on the rise.
Readers are forced to step outside of their own experiences and commonly held beliefs about education. Conscious recognition that there are other ways of doing things may result in new approaches that we have not explored before. We hope the insights, lessons, and conclusions drawn from examining this pressing education issue from a global perspective will help nations to better understand and deal with it in their own educational system.
From grading to testing, from content area disciplines to curriculum planning and instruction, from the social construction of knowledge to embodied cognition, this book takes the theories behind Critical Pedagogy and illustrates them at work in common classroom environments.