Reconsidering Feminist Research in Educational Leadership (Suny Series in Women in Education)
ISBN-13:
9780791457726
ISBN-10:
0791457729
Edition:
Illustrated
Author:
Michelle D. Young, Linda Skrla
Publication date:
2003
Publisher:
State University of New York Press
Format:
Paperback
316 pages
Category:
Education Theory
,
Schools & Teaching
FREE US shipping
Book details
ISBN-13:
9780791457726
ISBN-10:
0791457729
Edition:
Illustrated
Author:
Michelle D. Young, Linda Skrla
Publication date:
2003
Publisher:
State University of New York Press
Format:
Paperback
316 pages
Category:
Education Theory
,
Schools & Teaching
Summary
Reconsidering Feminist Research in Educational Leadership (Suny Series in Women in Education) (ISBN-13: 9780791457726 and ISBN-10: 0791457729), written by authors
Michelle D. Young, Linda Skrla, was published by State University of New York Press in 2003.
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Education Theory
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Description
A critical reflection on the field of feminist research in educational leadership.
Ten prominent feminist researchers from diverse backgrounds examine educational leadership by focusing on critical questions about the theories, methods, and epistemologies feminist researchers use. The contributors analyze the impact of research on participants and assess the ethical and political implications of researching across groups. They explore the types of strategies feminist researchers have developed to address the problems of the field and propose alternative epistemologies that provide for more sensitive research methods and more complex research results. The book provides a timely examination of how gender inequalities were created and structured within U.S. systems of school administration, how they are maintained and perpetuated, and how they might best be understood and dismantled.
Ten prominent feminist researchers from diverse backgrounds examine educational leadership by focusing on critical questions about the theories, methods, and epistemologies feminist researchers use. The contributors analyze the impact of research on participants and assess the ethical and political implications of researching across groups. They explore the types of strategies feminist researchers have developed to address the problems of the field and propose alternative epistemologies that provide for more sensitive research methods and more complex research results. The book provides a timely examination of how gender inequalities were created and structured within U.S. systems of school administration, how they are maintained and perpetuated, and how they might best be understood and dismantled.
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