Tyson E J Marsh
Biographic Data
| ID | 808088 |
|---|---|
| NAME | Tyson E J Marsh |
| GIVEN NAMES | Tyson E J |
| FAMILY NAME | Marsh |
| SIGNATURE | MARSH T E J |
| AFFILIATIONS | University of Washington Bothell |
| ORCID | 0000-0001-6022-5410 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Introduction
In lieu of writing a separate introduction to this special issue, the three guest editors invited the EAQ Editor-In-Chief to join them as a coauthor in their introduction. López, agreed but took a few liberties with the draft that was provided to him by the guest editors. The result is an imagined “conversation” that did not actually take place but is highly probable given the deep admiration and mutual respect the four individuals have for each …
Developing a theory of critical forgiveness in educational leadership
The purpose of this paper is to introduce a theory of critical forgiveness, which we define as a cognitive choice or emotional change towards healing relationships after injustice has occurred, while considering the power and privilege of those involved. We suggest that critical forgiveness is especially applicable to research and practice in schools, where relationships are central, and for transformational leadership that seeks to right inequit…
Fostering Movements or Silencing Voices
In this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided (by race, religion, and/or class) and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is neg…
God Gave Us Two Ears and One Mouth for a Reason
As presented by Lee and Majors (2003), “The use of call and response is a familiar structure [within communities of color] for sustaining talk, for communicating perspective, and for marking engagement” (p. 64). In this paper we delineate the need for a call-and-response pedagogy in engaging students of color in a responsive, critically multicultural manner while creating opportunities for the expression of their cultural wealth. Drawing from ove…
God Gave Us Two Ears and One Mouth for a Reason
As presented by Lee and Majors (2003), “The use of call and response is a familiar structure [within communities of color] for sustaining talk, for communicating perspective, and for marking engagement” (p. 64). In this paper we delineate the need for a call-and-response pedagogy in engaging students of color in a responsive, critically multicultural manner while creating opportunities for the expression of their cultural wealth. Drawing from ove…
God Gave Us Two Ears and One Mouth for a Reason
As presented by Lee and Majors (2003), “The use of call and response is a familiar structure [within communities of color] for sustaining talk, for communicating perspective, and for marking engagement” (p. 64). In this paper we delineate the need for a call-and-response pedagogy in engaging students of color in a responsive, critically multicultural manner while creating opportunities for the expression of their cultural wealth. Drawing from ove…
Fostering Movements or Silencing Voices
In this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided (by race, religion, and/or class) and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is neg…
Developing a theory of critical forgiveness in educational leadership
The purpose of this paper is to introduce a theory of critical forgiveness, which we define as a cognitive choice or emotional change towards healing relationships after injustice has occurred, while considering the power and privilege of those involved. We suggest that critical forgiveness is especially applicable to research and practice in schools, where relationships are central, and for transformational leadership that seeks to right inequit…
Introduction
In lieu of writing a separate introduction to this special issue, the three guest editors invited the EAQ Editor-In-Chief to join them as a coauthor in their introduction. López, agreed but took a few liberties with the draft that was provided to him by the guest editors. The result is an imagined “conversation” that did not actually take place but is highly probable given the deep admiration and mutual respect the four individuals have for each …
Critical Race Theory in Education (3 works) · Political science (3 works) · Sociology (3 works) · Educational leadership (2 works) · Global Education and Multiculturalism (2 works) · Law (2 works) · Racism (2 works) · Animal science (1 work) · Biology (1 work) · Communication in Education and Healthcare (1 work)