15 SES 12, Turbulence, Empowerment and Marginalised Groups in International Education Governance Systems Part 2
Symposium continued from 15 SES 11
Superintendents’ agency in the US is shaped by governance systems within education systems in the US which have been in a destabilising state of flux for 20 years. Superintendents are expected to play pivotal roles in navigating turbulence and leading the change to optimise students’ learning and students' outcomes. State and federal control of education governance systems has increased by mechanisms of accountability made possible by data management introduced with PISA. Such data management by numbers where the individual lives of each human being can be readily replaced by a string of exam results, coupled with their post code, can predict, or even determine, the trajectory of a lived life. The role of these models that control and predict district outcomes of individuals discriminated against because of their race, or gender, need to be examined to challenge the misconceptions and beliefs held by dominant groups about intersectionalities of discrimination. The research draws its data set from the purposive sampling of 14 African American Women Superintendents currently seated or retired within the last academic year prior to the commencement of the study. The findings reveal extreme turbulence has been felt because of the institutionalised racism that the African American Women Superintendents have had to fight. These Senior Leaders have acted as bridges between communities of practice within education governance systems to Empower Young Societal Innovators for Equity and Renewal (EYSIER). A theory of knowledge to action emerges that all African American Women Superintendents throughout their careers need to be aware of school policy, how to access policy and legislation, how to stay up to date with policy, and how to challenge policy. African American Women Superintendents need role models, and mentors who are Superintendents, and who create proactive and mobilising networks across their state and nation to advocate for, and support the teachers’ and leaders’ professional learning to meet professional standards, and become the best teachers, leaders, and Superintendents they can be. African American Women Superintendents need to be part of succession planning that transcends the short elected lives of district School Boards. Finally African American Women Superintendents need to be empowered to act as bridges between different groups, and build capacity for culture change so communities learn how to learn, become culturally sensitive, and are empowered to ask good questions and problem solve as Young Societal Innovators for Equity and Renewal.
Alston, J. (2012) Standing on the promises: a new generation of Black women scholars in educational leadership and beyond in International Journal of Qualitative Studies in Education Vol 25, (1) pp 127 - 129. Björk, L., Browne-Ferrigno, T., and Kowalski, T. (2014) The Superintendent and Educational Reform in the United States of America in Leadership and Policy in Schools, Vol 13, (4) pp. 444 - 465. Gross. S. (2014) Using turbulence theory to guide action in C. Branson and S. Gross (Eds) Handbook on ethical educational leadership. New York: Routledge. James, M., and McCormick, R. (2009) Teachers learning how to learn in Teaching and Teacher Education Vol 25 (7) pp. 973 - 982. Lassnigg (2016) When Complexity Meets Evidence in Governance in European Journal of Education, Vol (51) No.4, pp. 441 - 446. Pons, X. (2017) Fifteen years of research on PISA effects on education governance: A critical review in European Journal of Education, Research Development and Policy Vol 52 (2) pp. 131 - 144. Stanton-Salazar, D (2010). A social capital framework for the study of institutional agents and their role in the empowerment of low status students and youth in Youth and Society first published online then in 201143 (3) pp. 1066 - 1109.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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