Responding to Poverty and Its Complex Challenges

The Importance of Policy Fluency for Educational Leaders

Bibliographic Data

ID5033232
AuthorsPeter Miller (0000-0002-6896-5437), Peter M Miller (University of Wisconsin–Madison), Alexandra Pavlakis, Alexandra E Pavlakis (0000-0001-7165-9732, University of Wisconsin–Madison), Van Lac (0000-0003-2167-6571, University of Wisconsin–Madison), Deborah Hoffman
Year2014
Volume53
Issue2
Pages131-138
Publication date2014-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2014.887888
OpenAlexW2061898667
LanguageEN
Citations received2
References cited16

We present a case example of a school leader whose understanding of both in- and out-of-school policies and issues supported 2 students who experienced severe trauma. We describe some of the principal's key beliefs and practices that led to the development of a justice-oriented school, and then contextualize her work in a “social frontiers” perspective. We conclude by suggesting that, especially in contexts where poverty affects many students, school leaders must go beyond school walls to cultivate appropriately responsive systems of practice that allow all students to thrive

Criminology · Face (sociological concept · Fluency · Mathematics education · Pedagogy · Perspective (graphical · Political science · Poverty · Principal (computer security · Public relations · Social justice · Social science · Sociology · Work (physics · Early Childhood Education and Development · Education Discipline and Inequality · Psychology · Youth Development and Social Support

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