CASEA 2002 PRELIMINARY PROGRAM
OISE-UNIVERSITY OF TORONTO
TORONTO
MAY 25-28, 2002
DAY 1 – Saturday, May 25, 2002
8:30 – 9:45
CASEA 01
Educational Purposes and Priorities
Multiple paper
Chair/facilitator: Rosemary Foster, University of Manitoba
Beverley LeMoine, University of Alberta
National educational priorities: The social construction of
education in Canada
This paper seeks to understand how those involved in the process of educational
policy making construct their understandings of educational priorities. The
study identifies how recognition needs to be given to how individual subjectivities
and practices influence the formation of educational policies, and how this
influence is negotiated so that individual priorities become collective areas
influence in policy discussion.
Veronika Bohac Clarke, University of Calgary
The purpose of schools: Concrete judgments about ends and
means in the regulation of practical behaviour
Views about the purpose of schools held by leaders at various levels of the
education system in Alberta are examined. The leaders address specifically
the questions about schooling contained in the provincial questionnaire on
learning outcomes, which is a precursor to the development of new provincial
learning outcome measures.
CASEA 02
Social Justice
Symposium
Chair: John Portelli, OISE/UT
John Portelli, OISE/UT; Carolyn Shields, UBC; Ann Vibert, Mount
Saint Vincent University; Jason Price, OISE/UT; Archana Sharma,
OISE/UT; Mark Edwards, UBC; Michael Scales, UBC.
Emerging themes from a national SSHRC project entitled: “Towards an equitable
education: Students ‘at risk,’ poverty and equity”
The overarching purposes of this presentation are to investigate the models
of "at-riskness" espoused by educators, to determine the relationships between
their constructed understanding and their "theories in use", and to ascertain
to what extent these "theories-in-use" influence the academic success of at
risk students.
10:00 – 11:15
CSSE Plenary
11:30 – 1:00
CASEA 03
School Improvement
Multiple paper
Chair: Carol Rolheiser, OISE/UT
Blair Mascall, OISE/UT; Michael Fullan, OISE/UT; Carol Rolheiser,
OISE/UT
The challenges of coherence and capacity: Case studies on
the implementation of early literacy strategies in York Region
This paper describes the central role for early literacy and assessment literacy
strategies in the larger context of school improvement.
Karen Edge, OISE/UT; Carol Rolheiser, OISE/UT; Michael Fullan,
OISE/UT
Case studies of literacy-driven educational change: Lessons
from the Toronto District School Board
This paper presents the findings from case studies of seven elementary schools
involved in the implementation of a district sponsored early literacy initiative.
Rosemary Foster, University of Manitoba
Teacher leadership and school improvement in an international
context
The presentation will report on a study of leadership in two
secondary schools, one in Manitoba and one in England, that have
adopted models of, and use the language "teacher leadership."
CASEA 04
Changing Circumstances
Symposium
Chair: Wendy Poole, University of British Columbia
Wendy Poole, UBC; Nina Bascia, OISE/UT; Harry Smaller, York University
The new economy, educational reform, and teacher unions
This symposium will examine the linkages between the 'new economy,'
educational reform efforts in Alberta and Ontario, and teacher
union responses to educational reform linked to the 'new economy.'
1:15 – 2:45
CASEA 05
Theoretical Perspectives in Educational Administration
Multiple paper
Chair: Katrina Gleue, OISE/UT
John Stapleton, University of Manitoba; John Long, University
of Manitoba
The new science of educational administration: A second look
at the Evers and Lakomski project
Examine Evers and Lakonmski's conception of administrative practice and comment
in particular on their view of leadership, administrator preparation programs,
and organizational design, and give our view of the likelihood of this new
science of educational administration having a long term impact on research
and practice in the field.
Derek Allison, University of Western Ontario
Leadership in the wild: Research implications of socially
embedded cognition
The discussion will directly consider and critique Evers and Lakomski's naturalistic
coherentism as modified by their incorporation of theoretical elements from
recent literature on socially situated and distributed cognition.
Margaret Haughey, University of Alberta
Foucault and educational administration
This paper proposes to explore the work of Michel Foucault and
assess its influence for educational administration.
CASEA 06
Educational Restructuring
Multiple paper
Chair/facilitator: Clay Lafleur, OISE/UT
Marjolaine St-Pierre, Universite du Quebec a Montreal
Le partenariat decisionnel en education tel que vecu au sein
des counseils d’establissement
Au Québec, dans le monde de l'éducation, le mode de gestion participative
instauré au sein des conseils d'établissement constitue un des
principaux défis à relever. On assiste ainsi a l'émergence
du nouveau paradigme que constitue le partenariat décisionnel en éducation.
Lorraine Savoie-Zajc, Universite du Quebec a Hull; A. Brassard,
Universite de Montreal; L. Corriveau, Universite de Sherbrooke;
R. Fortin, Universite du Quebec a Rimlouski; A. Gelinas, Universite
du Quebec a Rimouski
School principals’ perceptions of their changing roles and responsibilities
during a period of school reform: The Quebec case.
This SSHRC funded research project is concerned with the transformation in
school principals' practices in the context of the current school reform in
Quebec. Since this school reform promotes collaboration and partnerships with
school community, what does that mean for school principals?
3:00 – 4:15
CASEA 07
Organizational Learning
Multiple paper
Chair/facilitator: Sherill Ryan, OISE/UT
Helen Armstrong, Brandon University
Exploring the possibilities of organizational learning as
emancipatory pedagogy
Can organizational learning serve as genuine rather than pseudo emancipatory
pedagogy? Within this paper I suggest that only those with the extreme courage
of conviction and some immunity from the constraints of materialism will ever
become engaged in the second-order dialogue that an emancipatory pedagogy involves.
Mark Edwards, UBC; Carolyn Shields, UBC
Diversity and school administration: The promise of dialogue
in theory and practice
The purpose of this paper is to better understand the potential of a dialogic
approach for addressing conflicting realities of school administration.
Katrina Gleue, OISE/UT
How chief executive officers influence organizational learning
in professional and non-professional organizations: A comparison
of education, business and medicine
The purpose of this study was to better understand the forms of executive leadership
which contribute significantly to organizational learning (OL).
CASEA 08
Educational Reform
Symposium
Chair: Robert MacMillan, St. Francis Xavier University
Lorna Earl, OISE/UT; Michael Fullan, OISE/UT; Kenneth Leithwood, OISE/UT;
Doris Jantzi, OISE/UT; Blair Mascal, OISE/UT; Nancy Torrence, OISE/UT;
Nancy Watson, OISE/UT; Ben Levin, Manitoba Ministry of Education
and Training
Large-scale educational reform: Lessons from England’s National Literacy
and Numeracy Strategies
The main purpose of this symposium is to highlight some of the lessons about
successful large-scale reform drawn from England's National Literacy and Numeracy
Strategies (NLNS). These lessons are based on data collected by the team responsible
for the external evaluation of NLNS during the first three years of their work.
4:30 – 5:45
CASEA 09
Labour Relations
Multiple paper
Chair/facilitator: Nina Bascia, OISE/UT
Beth Young, University of Alberta; Mary Brooks, UBC
Negotiating time/s
In this paper, we discuss certain part-time teachers' capacity
to engage in the micropolitical strategy of negotiation and their
approaches to negotiating time-related aspects of their teaching
arrangements.
Paul Goldman, University of Oregon; Suzanne Simard, University
of Montreal; Mohammed Shamsher, BC Teachers Federation
Reconceptualizing trust in education labor relations: The BCTFs peer support
service
Trust is deeply involved in all stages of the Peer Support Service: teachers
(or local presidents or administrative officers) appealing for help, thereby
acknowledging some degree of failure; teachers, exposing their teaching's weaknesses
as well as strengths, have to trust an individual they have not previously
known, and administrative officers and federation officials have to trust that
the PSS process will not aggravate an already tense situation.
Xiaobin Li, University of Macau
Projection of teacher supply and demand in Macau, 2002-2006
The objective of this study is to project the teacher supply
and demand situation in Macau from 2002 to 2006 with the analysis
of relevant historical data, current information, as well as
social development trends.
CASEA 10
Administrative Tensions
Multiple paper
Chair/facilitator : Tim Goddard, University of Calgary
Claire LaPointe, Universite de Moncton
School leadership in minority linguistic settings: Searching
for a common thread
Are there 'core universals' that would make it possible to describe, at least
in part, the role of the minority-language school principals? Since a thorough
analysis of the literature has not yet been undertaken, this paper will be
part of this ongoing enquiry.
Gerald Taylor, University of Alberta
The work of department chairs: Role ambiguity, conflict and
stressors
We mailed out survey instruments to a sample of deans and chairs
at three universities located in different parts of Canada. Our
paper will present some of the findings of this initial study
as they bear on the the work of the department chairs.
Susan Sydor, Brock University
An open letter to administrators I have lived with
Extending the idea that life in organization is narrative experience
and that the administrator is either a character in the story
or the narrator, this paper emphasizes the relational aspect
of organizational membership by presenting in reflective, conversational
form, the viewpoint of the organizational member, rather than
of the administrator. The heart of this reflective paper which
is stated in the form of personal correspondence, is an ethical/moral
dialogue.
DAY 2 – Sunday, May 26, 2002
8:30 – 9:45
CASEA 11
Administrative Practices
Multiple paper
Chair/facilitator: Hope Fennell, Lakehead University
Robert MacMillan, St. Francis Xavier University; Matthew Meyer,
St.Francis Xavier University
Survey of administrators – Report from Nova Scotia
This paper will be a discussion of the findings from a survey used to collect
data on the additional responsibilities and duties that have been assigned
to Nova Scotia Administrators. From this analysis, we can see that administrators'
jobs are complex and demanding.
Clay Lafleur, OISE/UT
The meaning of time in the lives of educational administrators
The purpose of this paper is to describe several conceptual distinctions
of time that may prove useful for researchers and educators as
they strive to improve educational practice, including program
planning, implementation and accountability.
Janice Wallace, University of Western Ontario
Why would anyone want to be a principal?: The effects of restructuring
on the work of school administrators in Ontario and British Columbia
While it is important to attend to the symptoms of prncipals' dis-ease, it
is also important to explore the environment that is causing those symptoms.
My paper attempts to do just that by contextualizing the symptoms within the
wider social, political, and economic environment.
CASEA 12
Policy Change
Panel
Chair: Derek Allison, University of Western Ontario
Hanne Mawhinney, University of Maryland; Kurt Clausen,
Nippissing University; Robert O’Reilly, University of Calgary
Lessons in policy change for public education: Full funding
of Ontario’s Catholic schools nearing 20 years of implementation
The panel session will bring together two education policy researchers and
an historian of curriculum for the purpose of drawing some lessons for understanding
policy change from the province of Ontario's institutionalization of full funding
of its Roman Catholic Public School Systems.
10:00 – 11:15
CASEA 13
Improving Life in Schools
Multiple paper
Chair/facilitator: Kirk Anderson, OISE/UT
John Fisher, Boise State University; Leith Campbell, Edmonton
Separate School Board
Improving the aboriginal educational experience in public schools:
A case study from one northern Alberta school jurisdiction
This study attempted to look at the Aboriginal students' experience from a
holistic viewpoint. What is the interplay between school, family and community
and how does this affect the student's school experience? By working with school,
family and the community, what can be done to improve the student's school
experience and better prepare the student for life?
Ruth Rees, Queen’s University
What can be done about bullying: Students speak out
The presentation will reveal what students say that they can
do about bullying. The voices in this paper represent secondary
students from one Ontario private school responding to questions
about bullying in two consecutive school years.
Ken Brien, University of Alberta
High school vice-principals: Do existing legal frameworks
help them to maintain safe and orderly schools?
This paper will examine three legal frameworks affecting the administration
of school discipline by high school vice-principals in three Canadian provinces.
CASEA 14
Against the Grain
Symposium
Chair: Carolyn Shields, University of British Columbia
Carolyn Shields, UBC; Tim Goddard, University of Calgary; Clay
Lafleur, OISE/UT; Jack Smyka, OISE/UT
Challenging the norms of public schooling by changing the calendar
The primary purpose of this symposium is to demonstrate how a school calendar
change may act as a catalyst for challenging the norms of public schooling.
Specifically, we want to examine the perceptions and experiences of various
stakeholder groups who have been involved in a school calendar change in order
to better understand how what seems to be a structural change, in fact, affect
the wider culture and pedagogic practices of a school community.
11:30 – 1:00
CASEA 15
CASEA Annual General Meeting
Chair: Tim Goddard, University of Calgary
1:15 – 2:45
CASEA 16
Greenfield Dissertation Award Presentation
Chair: Joe Fris, University of Alberta
3:00 – 4:15
CASEA 17
Policy Development
Multiple paper
Chair/facilitator: Ben Levin, Manitoba Ministry of Education
and Training
Paul Newton, University of Saskatchewan
Policy development for corporate involvement in public education
The purpose of this study was to discover the ways that policy
development could mediate the conflicts between competing perspectives
in the corporate involvement debate. To do so required the exploration
of the debates surrounding current trends for increasing corporate
involvement in public education and an examination of the ethical
and moral dilemmas that corporate involvement presents.
Alison Taylor, University of Alberta
Student perspectives on high school career internships
The purpose of this paper is to examine the perspectives of high
school students who participated in two different summer career
internship opportunities across Alberta.
CASEA 18
Gender and Leadership
Symposium
Chair: Beth Young, University of Alberta
Betty Donaldson, University of Calgary; Cecilia Reynolds, OISE/UT;
L. O’Neill, University of Calgary
Women, men and educational administration: What does gender have to do with
leadership?
Three presenters explore gender-differentiated issues in trends such as the
new managerialism and entrepreneurialism lenses, the emergent men and masculinities
literature, and the impact of electronic teaching environments.
4:30 – 5:45
CASEA 19
Book Launch and CASWE/CASEA Wine and Cheese Reception CASWE
Chair: Coral Mitchell, Brock University
Nancy Love, University of Calgary
Principal portraits: A look at successful secondary school
leadership and management practices in Alberta and British Columbia
Claire Lapointe, Universite de Moncton; Lyse Langlois
Le leadership en education : Multiples regards, une meme passion
Cecilia Reynolds, OISE/UT
Women and school leadership : International perspectives
DAY 3 – Monday, May 27, 2002
8:30 – 9:45
CASEA 20
School and Community
Multiple paper
Chair/facilitator: John Stapleton, University of Manitoba
James Ryan, OISE/UT
Principals’ strategies for inclusive school-community relationships
in diverse school communities
The proposed paper will describe the efforts of principals of ethnically diverse
school communities to include parents and community members in school activities.
Yvonne Martin, University of Victoria
Measuring and validating parent perspectives: Their power,
role, and functioning
The purpose of the study reported herein was to begin a process to bridge a
gap in the literature by the investigation of how parents themselves perceive
certain socio-political aspects of their participation in school-based management.
John Long, University of Manitoba
The social integration of parents and school effectiveness
The presentation will address both the theory and assessment
of school effectiveness, especially some of the methodological
criticisms of this literature.
CASEA 21
Instructional Leadership
Multiple paper
Chair/facilitator: Barbara Gill, University of New Brunswick
Barry Rowe, University of Ottawa
Teacher professional growth through teacher performance appraisal
This paper presentation will report on the findings of a qualitative
case study dealing with the implementation of a teacher performance
appraisal process in one Newfoundland school district. The influence
of both teachers' levels teacher efficacy and teachers' readiness
for self-directed learning on teacher professional growth will
be presented. Teacher efficacy and self-directed learning in
the context of the educational reform will be discussed.
Coral Mitchell, Brock University; Joyce Castle, Brock University
The educational role of elementary school principals
This paper will present the results of a qualitative investigation
into the educational role of elementary school principals in
Ontario. This study set out to gather data on the ways in which
elementary school principals in Ontario understand, define, and
enact instructional leadership.
10:00 – 11:15
Poster & Round Table
Kirk Anderson, OISE/UT
Inuit schools of northern Labrador (Nunatsiavut)
Christine Bennet-Clark, University of Calgary
Conflict in the graduate student-faculty supervisor relationship:
An enactive perspective
Sheila Carr-Stewart, University of Saskatchewan
Changing demographics in Saskatchewan: Challenges to and for
education
Sheryl Freeman, OISE/UT
School-to-work apprenticeship: Preliminary program evaluation
of one model, CITI Motive Power
Tim Goddard, University of Calgary; Rosemary Foster, University
of Manitoba; Jeff Finell, Davidson School Division; Christine Martineau,
University of Calgary
Leadership and culture in northern schools: Preliminary findings
Jun Hirata, OISE/UT
School advisors or school councils?: A policy analysis of
the Japanese education reform
Lee Hollaar, Society of Christian Schools in British Columbia
Little ado about much: The quiet western revolution within
public education
Jane Johnston, University of Victoria
Constructing new ICT leaders: Empowering educators through
mentorships
Fred MacDonald, OISE/UT
Teacher [professional] identity in turbulent times
Duncan MacLellan, OISE/UT
The state and teacher associations in Ontario: A review of
recent educational reforms
Donald Philip, OISE/UT
Small worlds and conceptual change: A computer simulation
of change processes in school
Ken Stevens, Memorial University of Newfoundland; George Coffin,
Memorial University of Newfoundland
From research to policy – The administration of e-learning in Newfoundland
and Labrador schools
Scott Tunison, University of Saskatchewan
Herding elephants: Coping with technology in our schools
11:30 – 1:00
CSSE Annual General Meeting
1:15 – 2 :45
CASEA 22
Accountability
Multiple paper
Chair/facilitator: Ken Brien, University of Alberta
Renee Kuchapski, Brock University
Transparency’s many colours: Blending judgment and discretion
for accountability’s design
This paper reviews the literature on transparency and discusses its place in
public education. It draws from a wide range of literature including social
policy, critical social accounting, law and democracy.
Kenneth Leithwood, OISE/UT; Rosanne Steinbach, OISE/UT
Standards for a second generation of school leadership standards
While this paper aims to set the groundwork for developing
a more defensible second generation of leadership standards,
it does not propose such standards. Rather, it briefly summarizes
the nature of five prominent sets of first generation leadership
standards and then argues for the adoption of seven standards
that a second generation of standards should meet if they are
to be a significant improvement.
CASEA 23
On-line Professional Development
Symposium
Chair: Alison Griffith, York University
Jean Brown, Memorial University of Newfoundland; David Dibbon,
Memorial University of Newfoundland; Bruce Sheppard, Avalon West
School Board, Colette Granger, York University; Byron Stevenson,
Toronto District School Board; Gordon Stone, Avalon West School
Board
On-line professional development for educators network (OPEN)
Our purpose is to report on a three-year project, the OPEN project, which was
funded through Office of Learning Technologies. The project, On-line Professional
Development Network for Teachers, is pan-Canadian in scope, and the goal is
the development of a network to support the professional developent of K-12
educators across Canada to integrate education technology in all areas of the
curriculum.
3:00 – 4:15
CASEA 24
Issues in British Educational Administration
Symposium
Chair: Michael Manley-Casimir, Brock University
Peter Earley, Institute of Education, London
Recent developments in school leadership training and development
in England
Robert Smith, University of Leicester
The head of department role in British universities
Nigel Bennett, The Open University; Alan Marr,
The Open University Management development and school middle
management: Problems in judging its impact on practice
CASEA 25
Issues in Gender Equity
Multiple paper
Chair/facilitator: Janice Wallace, University of Western Ontario
Linda Coupal, University of Victoria
Creating spaces for females within secondary school techno-cultures:
People, policies, plans, and processes
A multiple-case research report, revealing individual, institutional and cultural
factors contributing to the gendered digital divide in secondary schools. Recommendations
for organizational change.
Lillian Sankhulani, Brandon University
Administration of education in Malawi and its implications
for girls’ and women’s education
The purpose of this paper is to report on research on the administration
of edcuation in Malawi concerning the education of girls and
women.
Sandra Umpleby, University of Victoria
Women who negotiate the boundaries: A methodological challenge
My participants' stories must be part of an academic discourse
that honours the First Nations women's context while retaining
a critical edge. I will contribute to that discourse by collaborating
with my participants to determine what supports and barriers
are encountered by First Nations women leaders as they work
to enhance the health of their communities and that of the
larger region.
4:30 – 5:45
CASEA 26
Ethics and Values
Multiple paper
Chair/facilitator: Ruth Rees, Queen’s University
Nancy Doetzel, University of Calgary
Muted discourses about spirituality in educational leadership
One purpose of my study is to help create a better understanding
of how the spiritual component of leadership is perceived by
leaders within the public education system.
Rahul Kumar, Brock University; Coral Mitchell, Brock University
What happens to educational administration when organization
trumps ethics?
The purpose of this paper is to investigte the climate and reasons under which
this phenomenon occurs, and the implications that arise when organisation is
the primary metaphor under which educational organisations operate.
Malcolm Richmon, OISE/UT
Values in educational administration: Conceptual differences,
persistent difficulties and new directions
In this study, I identify and analyze theoretical approaches used in scholarly
inquiry into values in educational administration over the last three decades.
More specifically, I apply a fourfold analytic framework to prominent theoretical
approaches in an attempt to identify conceptual differences and difficulties
within each.
CASEA 27
Artistic Sensibilities and Leadership Preparation
Symposium
Chair: Sue Sydor, Brock University
Matthew Meyer, St. Francis Xavier University; Carol Harris,
University of Victoria; Barbara Barter, Cormack Trail School
Board
The preparation of educational leaders for the “new” era:
Resisting boundaries through arts and artistic sensibilities
By placing research findings and theories within a scripted dramatic piece,
students can effectively and cognitively engage in the exploration of chosen
issues within the safety of a script. This technique is Theater as Representation
or TAR (Meyer, 2001a.2001b.) which has been used successfully in different
learning settings. In this paper, the TAR/ARTS theory will explain how this
format has proven itself successful.
DAY 4 – Tuesday, May 28, 2002
8:30 – 9:45
CASEA 28
CASEA Invited Scholars Seminar (double session)
Chair: David MacKinnon, Acadia University
Discussant: Alison Taylor, University of Alberta
Canadian Educational Policy
Featuring:
Ben Levin, Manitoba Ministry of Education and Training
Hanne Mawhinney, University of Maryland
Robert O’Reilly, University of Calgary
10:00 – 11:15
CASEA 29
CASEA Invited Scholars Seminar (double session)
Chair: David MacKinnon, Acadia University
Discussant: Alison Taylor, University of Alberta
Canadian Educational Policy
Featuring:
Ben Levin, Manitoba Ministry of Education and Training
Hanne Mawhinney, University of Maryland
Robert O’Reilly, University of Calgary
11:30 – 1:00
CASEA 30
Assessment
Multiple paper
(co-sponsored by CERA and CATE)
Chair: Paul Goldman, University of Oregon
Facilitator: Kathryn Noel, Nova Scotia Department of Education
Carol Rolheiser, OISE/UT; Karen Edge, OISE/UT; Deborah Patterson,
OISE/UT
Assessment as a vehicle for reculturing: Lessons from Edmonton
Catholic Schools
Using data from six case studies, this paper explores the Edmonton Catholic
Schools' journey to redefine their district by refocusing on assessment, teaching
and learning.
Ron Wideman, Nipissing University
Using action research to improve student learning related
to provincial test scores in grade 3 and 6 reading, writing
and mathematics
CASEA 31
Leadership Preparation
Multiple paper
Chair/facilitator: Sandra Umpleby, University of Victoria
Denise Armstrong, OISE/UT
Administrative transitions: The journey from teacher to
vice-principal
This study explored the experiences of four recently appointed
secondary school vice-principals, and nature of the changes
and the challenges they encountered in their day-to-day interactions
with students, staff and community.
Ellen Retelle, UBC
First year elementary vice-principals’ understanding of
administration: Micropolitics/power and participatory leadership
How do the micropolitical issues of the schools and participatory leadership
affect how first-year vice-principals make sense of and understand administration?
School districts in British Columbia provide an inimitable opportunity to study
the juxtaposition of participatory leadership and micropolitics.
Susan Schwartz, OISE/UT
Professional portfolios for principal preparation: Creating
a foundation for growth
In this research, I focus on one Principal's Qualification Program in Ontario
and explore the instruction and content presented with particular attention
to the role of the professional portfolio in encouraging reflective practice
and ongoing professional growth.
1:15 – 2:45
CASEA 32
Accountability and Reform
Multiple paper
Chair/facilitator: Blair Mascall, OISE/UT
Karen Addie, University of Oregon; Paul Goldman, University
of Oregon
How accountability reform can shape professionalism … and
vice-versa: Evidence from a statewide standards initiative
Oregon's Proficiency-based (University) Admissions Standards Systems (PASS)
provides a test case of an approach that addresses, although probably does
not resolve, the tensions between systemic accountability and teacher professionalism.
Michael Manley-Casimir, Brock University
The administrative regulation of teacher education: The “reach” of
the college of teachers vs. the traditional “role” of the university
This paper focuses on the particular relationship between the
College of Teachers and Faculties of Education where the conflict
between the newly implemented reach the College and the traditional
role of Faculties of Education brings the distinctive agendas
of these players into sharp relief.
CASEA 33
Critical Leadership
Symposium
Chair: John Portelli, OISE/UT
Jason Price, OISE/UT; R. Patrick Solomon, York University; Aamer
Shujah, OISE/UT
Voices for critically informed leadership
The major purpose of this session is to critically examine the notion of leadership by
seriously considering the notions of diversity, equity and anti-racism.
|
