Transforming an academy through the enactment of collective curriculum leadership

Ritchie, Stephen M., Tobin, Kenneth, Roth, Wolff-Michael, & Carambo, Cristobal (2007) Transforming an academy through the enactment of collective curriculum leadership. Journal of Curriculum Studies, 39(2), pp. 151-175.

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Although the transformation of relevant curriculum experiences for African American youth from impoverished backgrounds in large urban high schools offers many leadership challenges for faculty, few studies have focused on the roles of students and teachers in the creation of distributed leadership practices to build and sustain improved learning environments. Through ethnography we explore the leadership dynamics in one academy within a large urban high school whose students are mostly African American. Students in some classes had opportunities to participate in cogenerative dialogues and, in so doing, learned how to interact successfully with others, including their teachers and peers, and build collective agreements for future classroom roles and shared responsibility for their enactment. The study highlights the centrality of successful interactions among participants and the extent to which co-respect and co-responsibility for goals occur. Initially, a lack of trust within the community undermined tendencies to build solidarity throughout the community despite a commitment of the academy's coordinator to be responsive to the goals of others, listen to colleagues and students, and strive for collective goals. We argue that all participants in a field need to take responsibility for accessing and appropriating structures to achieve positive emotional energy through collective curriculum leadership and climates that create and sustain educational accomplishments. Furthermore, we suggest that individual and collective actions should be studied dialectically in subsequent research on leadership dynamics in schools.

Impact and interest:

10 citations in Scopus
11 citations in Web of Science®
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ID Code: 14454
Item Type: Journal Article
Refereed: Yes
Keywords: Curriculum Leadership, Agency, Solidarity, Emotional Energy, Urban Education, Cogenerative Dialogue
DOI: 10.1080/00220270600914850
ISSN: 1366-5839
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Taylor & Francis
Copyright Statement: This is an electronic version of an article published in [Journal of Curriculum Studies 39(2):pp. 151-175.]. [Journal of Curriculum Studies] is available online at informaworldTM with
Deposited On: 21 Aug 2008 00:00
Last Modified: 25 Mar 2013 08:07

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