Michael G Gunzenhauser
Dados Biográficos
| ID | 93858 |
|---|---|
| NOME | Michael G Gunzenhauser |
| PRENOMES | Michael G |
| SOBRENOME | Gunzenhauser |
| ASSINATURA | GUNZENHAUSER M G |
| AFILIAÇÕES | University of Pittsburgh |
| ORCID | 0000-0003-1189-046X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 66 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 5 |
Race-Conscious Ethics in School Leadership
Background/Context This research is informed by leadership theory and care ethics and how these theories intersect with race-consciousness. This study contributes to the emerging literature on race-conscious leadership ethics that supports building capacity for equity leadership. Purpose The authors explore the intersection of race-consciousness and leadership ethics, studying how leaders explain their practices for increasing equity, their leade…
Justice in the Gaps
This article addresses what we are calling “the gaps,” the divergent and contextual understandings of “opportunity gap” and “achievement gap” evident in interviews with principals and school district leaders. Drawing from a sample of 22 interviews in urban, inner-ring suburban, and outer-ring suburban schools in a northeastern state, we explore how school leaders define the “gaps,” use data (in its many forms) to pose questions and construct solu…
The problems with colorblind leadership revealed
This study addresses the complexity of colorblindness as a phenomenon and explains not only its tenacity, but also potential breaks in its hold on school leadership practice. The authors draw from an interview study of 22 school leaders in a county in the Northeastern USA to examine their perceptions and practices associating with leading schools that enroll students of color. The authors propose a multi-ring model that shows variation among thre…
Care of the Self in a Context of Accountability
Background/Context This article is a part of a larger philosophical and empirical project by the author and collaborators to understand the ways in which high-stakes accountability policy fosters normalizing educational practices and concomitant resistance by educators and students. Purpose/Objective/Research Question/Focus of Study In this article, the author explores how Michel Foucault's notion of the “care of the self” might provide a concept…
Normalizing the Educated Subject
In this article, I use concepts from Michel Foucault to analyze the ways in which the high-stakes accountability movement has appropriated the technology of the examination to redefine the educated subject as a normalized case. Partly this has become possible because of the role that educational research has played in laying out the conditions for high-stakes accountability. I argue that critiques of current educational policy and practice need t…
A Moral Epistemology of Knowing Subjects
This article is an analysis of "relation" in qualitative research. The analysis emerges from consideration of feminist philosophies of ethics and epistemologies, including Code's moral epistemology, and exemplars of qualitative research by Duneier and Lather and Smithies. The central argument of the article is that the quality of qualitative research reflects the quality of relation developed between the researcher and researched as "knowing subj…
High-Stakes Testing and the Default Philosophy of Education
In this article, the author argues that high-stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills. A default philosophy is defined as the vision of education that results from a lack of reflective, engaged dialogue among educators and school communities about their goals and practices. In the context of high-stakes testing, one predominant default philosophy results from an…
Collaborative team ethnography and the paradoxes of interpretation
In this article, the authors examine the paradoxical process of interpretation in collaborative team ethnography. They use examples from their work on a collaborative team evaluation of the North Carolina A+ Schools Program. The differing perspectives and experiences of the researchers entangled their ability to form an "interpretive zone." This reflexive examination addresses conflicting epistemological assumptions, research paradigms, races, ge…
Solidarity and Risk in Welch’s Feminist Ethics
There are no victories here, only the condition
From Bourdieu and Wolin, `Inside and Outside the Box
Collaborative team ethnography and the paradoxes of interpretation
In this article, the authors examine the paradoxical process of interpretation in collaborative team ethnography. They use examples from their work on a collaborative team evaluation of the North Carolina A+ Schools Program. The differing perspectives and experiences of the researchers entangled their ability to form an "interpretive zone." This reflexive examination addresses conflicting epistemological assumptions, research paradigms, races, ge…
Normalizing the Educated Subject
In this article, I use concepts from Michel Foucault to analyze the ways in which the high-stakes accountability movement has appropriated the technology of the examination to redefine the educated subject as a normalized case. Partly this has become possible because of the role that educational research has played in laying out the conditions for high-stakes accountability. I argue that critiques of current educational policy and practice need t…
High-Stakes Testing and the Default Philosophy of Education
In this article, the author argues that high-stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills. A default philosophy is defined as the vision of education that results from a lack of reflective, engaged dialogue among educators and school communities about their goals and practices. In the context of high-stakes testing, one predominant default philosophy results from an…
A Moral Epistemology of Knowing Subjects
This article is an analysis of "relation" in qualitative research. The analysis emerges from consideration of feminist philosophies of ethics and epistemologies, including Code's moral epistemology, and exemplars of qualitative research by Duneier and Lather and Smithies. The central argument of the article is that the quality of qualitative research reflects the quality of relation developed between the researcher and researched as "knowing subj…
Justice in the Gaps
This article addresses what we are calling “the gaps,” the divergent and contextual understandings of “opportunity gap” and “achievement gap” evident in interviews with principals and school district leaders. Drawing from a sample of 22 interviews in urban, inner-ring suburban, and outer-ring suburban schools in a northeastern state, we explore how school leaders define the “gaps,” use data (in its many forms) to pose questions and construct solu…
Solidarity and Risk in Welch’s Feminist Ethics
There are no victories here, only the condition
The problems with colorblind leadership revealed
This study addresses the complexity of colorblindness as a phenomenon and explains not only its tenacity, but also potential breaks in its hold on school leadership practice. The authors draw from an interview study of 22 school leaders in a county in the Northeastern USA to examine their perceptions and practices associating with leading schools that enroll students of color. The authors propose a multi-ring model that shows variation among thre…
From Bourdieu and Wolin, `Inside and Outside the Box
Collaborative team ethnography and the paradoxes of interpretation
In this article, the authors examine the paradoxical process of interpretation in collaborative team ethnography. They use examples from their work on a collaborative team evaluation of the North Carolina A+ Schools Program. The differing perspectives and experiences of the researchers entangled their ability to form an "interpretive zone." This reflexive examination addresses conflicting epistemological assumptions, research paradigms, races, ge…
Solidarity and Risk in Welch’s Feminist Ethics
There are no victories here, only the condition
High-Stakes Testing and the Default Philosophy of Education
In this article, the author argues that high-stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills. A default philosophy is defined as the vision of education that results from a lack of reflective, engaged dialogue among educators and school communities about their goals and practices. In the context of high-stakes testing, one predominant default philosophy results from an…
Normalizing the Educated Subject
In this article, I use concepts from Michel Foucault to analyze the ways in which the high-stakes accountability movement has appropriated the technology of the examination to redefine the educated subject as a normalized case. Partly this has become possible because of the role that educational research has played in laying out the conditions for high-stakes accountability. I argue that critiques of current educational policy and practice need t…
A Moral Epistemology of Knowing Subjects
This article is an analysis of "relation" in qualitative research. The analysis emerges from consideration of feminist philosophies of ethics and epistemologies, including Code's moral epistemology, and exemplars of qualitative research by Duneier and Lather and Smithies. The central argument of the article is that the quality of qualitative research reflects the quality of relation developed between the researcher and researched as "knowing subj…
Care of the Self in a Context of Accountability
Background/Context This article is a part of a larger philosophical and empirical project by the author and collaborators to understand the ways in which high-stakes accountability policy fosters normalizing educational practices and concomitant resistance by educators and students. Purpose/Objective/Research Question/Focus of Study In this article, the author explores how Michel Foucault's notion of the “care of the self” might provide a concept…
The problems with colorblind leadership revealed
This study addresses the complexity of colorblindness as a phenomenon and explains not only its tenacity, but also potential breaks in its hold on school leadership practice. The authors draw from an interview study of 22 school leaders in a county in the Northeastern USA to examine their perceptions and practices associating with leading schools that enroll students of color. The authors propose a multi-ring model that shows variation among thre…
Race-Conscious Ethics in School Leadership
Background/Context This research is informed by leadership theory and care ethics and how these theories intersect with race-consciousness. This study contributes to the emerging literature on race-conscious leadership ethics that supports building capacity for equity leadership. Purpose The authors explore the intersection of race-consciousness and leadership ethics, studying how leaders explain their practices for increasing equity, their leade…
Justice in the Gaps
This article addresses what we are calling “the gaps,” the divergent and contextual understandings of “opportunity gap” and “achievement gap” evident in interviews with principals and school district leaders. Drawing from a sample of 22 interviews in urban, inner-ring suburban, and outer-ring suburban schools in a northeastern state, we explore how school leaders define the “gaps,” use data (in its many forms) to pose questions and construct solu…
Sociology (10 obras) · Political science (9 obras) · Law (7 obras) · Pedagogy (7 obras) · Epistemology (5 obras) · Psychology (5 obras) · Law (4 obras) · Teacher Education and Leadership Studies (4 obras) · Computer Science (3 obras) · Critical Race Theory in Education (3 obras)