Book Review of Transformative Change Through Educational Leadership – Stories, Models, and Wonderings
Bibliographic record
Abstract
Transforming Change through Educational Leadership-Stories, Models, and Wonderings, is a comprehensive edited book that is comprised of eighteen chapters by 28 authors grouped into six sections.The book focuses on various aspects and roles within the education system that contribute to effective educational leadership.The authors each bring forth an abundance of knowledge and experience in the field of educational leadership as they have each served unique positions within the realm of education.In essence, the authors note that leader identities are composed of many factors, including past experiences, gender, and race, which play a significant role in their positionality in educational leadership.This book provides various examples of the imbalance of powers systematically built within Western society as visible minority students (Black, Indigenous, and People of Colour) learn to navigate barriers within colonial education.In addition, the authors provide strategies and opportunities for self-reflexivity and the minimization of teacher and educational leadership stress and burnout.The first section of the book, which includes chapters one to three, is titled 'School Leadership Identities.'It emphasizes leadership identity as framed by various theorists and their contributions to the field of social learning.To begin, the authors share the stories of a group of female leaders and the creation of the Leaders of Learning Network (LoLN) that provides insight into what is needed to lead and become the best version of themselves.Following, the authors share the voices of three Indigenous women and their stories of resilience and survival in a colonial education system designed for the success of White settlers.Furthermore, the authors examine the stories of two female principals who identify as Black and Indigenous.Their stories reveal the power of underrepresentation of BIPOC individuals, especially in female leadership roles, although not initially designed for their success.The second section of this book includes chapters four to six and is titled 'Building Relationships to Lead Transformative Change.'This section highlights the transformation in educational leadership through the decolonization of Western education.The authors note that Western education was designed by White people to benefit White students.Currently, Western education is slow to integrate anti-racist curriculum, provide language to call out racism, and employ teachers of colour.With a decolonization approach, education systems can guide students to critical reflexivity, awareness, and an opportunity to question current educational spaces and practices.Teaching teacher candidates about decolonizing education allows future teachers to question power structures, control and privilege, identity, knowledge construction, and practice humility.From the perspective of Indigenous voices, teacher candidates should be taught about the reality of classroom life for Indigenous students and the disadvantaged misinterpretations of Indigenous people.The third section of this book includes chapters seven to nine and is titled 'Students at the Centre.'This section draws attention to the relationships between those in leadership positions and students.The authors state that relationships are a gift, and before entering into a relationship with someone, one must first understand themselves.There must be consideration of identity, values, and purpose for actions.Alongside relationships, educational leaders should lead with heart and hope as they work together to create a supportive school culture.Leading with heart and hope also means creating an opportunity for social justice, such as addressing bias and discrimination, eliminating barriers, implementing anti-oppressive practices, and working towards an overall equitable and inclusive community.A supportive school culture means caring about the community and individual well-being.Educational leaders must consider race, class, gender, disability, sexual orientation, and historically and currently marginalized conditions.The authors
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".