Disenchanting Educational Policy and Leadership
An Introduction
Bibliographic Data
| ID | 21582014 |
|---|---|
| Authors | Kevin Lawrence Henry (0000-0002-2053-1269, University of Wisconsin–Madison, corresponding author) |
| Year | 2024 |
| Volume | 38 |
| Issue | 3 |
| Pages | 559-565 |
| Publication date | 2024-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/08959048241233779 |
| OpenAlex | W4392103101 |
| Language | EN |
| References cited | 12 |
This introduction provides an overview of the articles in the special issue. Drawing on Sylvia Wynter’s notion of disenchantment, the articles in this special issue interrogate power and inequity in education. They question the given assumptions of education policy and aim to reorient us toward justice and educational transformation, pushing back against claims of “neutrality” or educational projects that reinscribe harm
Educational leadership · Instructional leadership · Pedagogy · Political science · Public relations · Sociology · Global Educational Policies and Reforms · Public Administration · Teacher Education and Leadership Studies
Mapping Corporate Education Reform
Ideology and Curriculum
I’m Here for the Hard Re-Set
Teaching the Boys
Losing an arm’
Feasting on Blackness
The intellectual landscape of critical policy analysis
On Disenchanting Discourse
Becoming Queerly Responsive
Critical Social Theory and Transformative Knowledge
Performing Autoethnography
| Citation velocity | historical |
|---|---|
| Highly cited | No |