The Pedagogy of Emancipation and Transformation

Towards a Pedagogy of the Human Spirit - Scott W. Bray, Ph.D.

The Pedagogy of Principals Leading v. The Pedagogy of Principled Leadership

The Pedagogy of Principals Leading is sharply defined: The "yes" men who "go along to get along" are entrenched in leadership positions in the nations schools. In a society where the population is increasingly diversified, there is one reason that the teaching and administrative staff of the schools is almost totally white: The power of principals to hire, renew, not renew, support, and even destroy the teachers under their supervision. In one State, New Mexico, the State's population is 44.7% white, 42.1% Latino, 9.6% Native American, 1.9% African American, and 1.3% Asian American (Census 2000). In a society which values diversity, a proportionate percentage of the teachers should come from each population. In New Mexico, like the rest of America, the administrative and teaching staffs, the State Department of Education, the colleges of educations, and the universities are 95% white. School districts with up to 88-99% minority populations in the State are staffed by all white teaching and administrative staffs. IF the principals do the hiring, then the diversity, or lack of, is laid directly on the doorsteps of the principals.

The Pedagogy of Principled Leadership forms the oppositional and vastly minority alternative in a small number of schools. In these schools, leadership promotes diversity, strives to eliminate racism, integrates the culture into the curriculum, rewards excellence, makes waves, and gives voice to the voiceless and power to the powerless. This leadership is responsive to parents, sensitive to race and culture, sets challenging standards, commits to the concept that all students can learn, and seeks a better world and a better life for each of its students. Under this leadership, teachers continue lifelong educational goals, share responsibility, are warmly appreciated and highly motivated, are the chief learners in the classroom, and relentlessly pursue excellence. Unfortunately, if a national convention was held for this latter pedagogy, a small closet in the Holiday Inn in Gettysburg could probably fit all the participants adequately...and if one of the conventioneers got sick, the other would not want to attend alone.

 



 
Articles Intro


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The Case For Giving
The Story of Joshua Chee
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The Pedagogy of Emancipation and Transformation Click to download PDF version
 
The Greatest Profession
Educational Weapons
Pedagogies
Excuses v. Responsibility
Principals v. Leaders
Colonialism v. Multiculturalism
Ditto Copies v. Best Practices
Racism v. Acceptance
Ordinary v. Einstein in everyone
Despair v. Hope
Blissful Teaching v. Learning
Disconnected v. Connected Teaching
Nonmystical v. Mystical
Remediation v. Student Strengths
Past v. Future
Read the World v. Live the World
The Golden Gate
     
The Emancipation Proclamation for Indian Education


   


 


Research on Racism and Evolution


 

   
     
 
 
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