Titlebook: Decolonizing Educational Leadership; Exploring Alternativ Ann E. Lopez Book 2020 The Editor(s) (if applicable) and The Author(s), under exc

nepotism

Coloniality and Educational Leadership Discourse,zing impact of colonialism and coloniality. It examines ways that scholars and practitioners can engage in anti-colonial praxis. Coloniality of power and knowledge is examined through the work of Aníbal Quijano—a Latin American scholar. The chapter concludes by exploring how coloniality gains power

Mortal

Decolonizing the Mind: Process of Unlearning, Relearning, Rereading, and Reframing for Educational ter also examines how school leaders might use unlearned ways of knowing and practices that are harmful to students, and how this examination leads to relearning, rereading, and reframing of knowledge and practice. Different ways of decolonizing the mind are explored which includes naming, reflectio

interlude

Restoring Capacity: Decolonizing Education and School Leadership Practices,ory must be turned into action. It is an imperative to support school leaders to imagine what such a path might look like and support them on the journey. The chapter begins with a look at the capacity-building literature which is prevalent in school improvement discourse, but anchored in technocrat

infinite

Devastate

掃興

責(zé)難

Die Grenzenlosigkeit des Lebens,of educational administration is explored. The dominance of Eurocentric knowledge and White bodies in the field, the lack of research, and discourse from the Global South are interrogated. The possibilities that decolonizing theorizing and practices offer the field of educational leadership and scho

Constrain

Faserverbindungen des Hirnstammes,zing impact of colonialism and coloniality. It examines ways that scholars and practitioners can engage in anti-colonial praxis. Coloniality of power and knowledge is examined through the work of Aníbal Quijano—a Latin American scholar. The chapter concludes by exploring how coloniality gains power

玩忽職守

,Differentialdiagnostische überlegungen,ter also examines how school leaders might use unlearned ways of knowing and practices that are harmful to students, and how this examination leads to relearning, rereading, and reframing of knowledge and practice. Different ways of decolonizing the mind are explored which includes naming, reflectio

acquisition

Mauern, Pfeiler, S?ulen und Stützenory must be turned into action. It is an imperative to support school leaders to imagine what such a path might look like and support them on the journey. The chapter begins with a look at the capacity-building literature which is prevalent in school improvement discourse, but anchored in technocrat