top_1_963_35.JPG
top_2_1.jpg top_2_2.jpg
 
 
  HOME   PUBLISH   DONATE   ABOUT   CONTACT   HELP   SEARCH  
 
   
Empowering Ourselves and Transforming Schools
Educators Making a Difference
Empowering Ourselves and Transforming Schools
Click on image to enlarge

Judith W. Irwin - Author
SUNY series, Teacher Preparation and Development
Price: $56.50 
Hardcover - 347 pages
Release Date: September 1996
ISBN10: 0-7914-3103-7
ISBN13: 978-0-7914-3103-0

Quantity:  
Price: $31.95 
Paperback - 347 pages
Release Date: September 1996
ISBN10: 0-7914-3104-5
ISBN13: 978-0-7914-3104-7

Quantity:  
Available as a Google eBook
for other eReaders and tablet devices.
Click icon below...


Summary Read First Chapter image missing

Examines the forces that keep educators and students from feeling fully empowered. Contains self-help and planning activities for teachers and administrators interested in transforming schools.

"This book is a practical guide to empowering oneself and others. It will help readers to make significant changes in their educational settings. In an age of shared decision-making and site-based management, there is confusion about power and leadership. Educators are expected to be empowered but often find it difficult to shift into these roles." -- Nancy Mangano Rowe, State University of New York at New Paltz

In this readable and ground-breaking text, Irwin examines the forces that keep educators and students from feeling fully empowered. She defines empowerment as gaining the power to self-actualize and to facilitate this for others. Grounding her arguments in feminist and critical examinations of domination, Irwin begins by defining empowerment as fundamentally opposed to domination. She then examines the implications of this definition for our educational system.

This book encourages the reader to consider new directions for educational reform and synthesizes current innovations under the umbrella philosophy of empowerment, suggesting how the change from the patriarchal paradigm to one based on cooperation and connection might revolutionize the organization of schools and their classrooms. The reader is challenged to develop his or her own philosophy and agenda for change through a series of reflective activities.

A comparative case study of five "empowered" teachers is included to demonstrate that empowerment is an individual as well as a collective process.

"After an excellent analysis of the factors that cause teachers to feel isolated and powerless, and a clear outline of the predictable effects of this powerlessness on their students, the author presents effective strategies for change. The book is well written and carefully researched. It contains logical and inspiring suggestions for problem-solving, action agendas, and personal and professional growth." -- Harriet Alger, Director of the Miller Research Learning Center, Edinboro University of Pennsylvania

Judith W. Irwin is Professor in the School of Education at the University of Connecticut. She is the author of Teaching Reading Comprehension Processes, co-author, with I. Baker, of Promoting Active Reading Comprehension Strategies and is the editor of Reading/Writing Connections: Learning from Research and Understanding and Teaching Cohesion Comprehension.


Bookmark and Share

Table of Contents

List of Activities

List of Tables

Acknowledgments

Introduction

Part One: Understanding the System of Domination

1. Understanding Empowerment
2. How Educators Experience Domination
3. How Students Experience Domination

Part Two: Envisioning a System of Empowerment

4. An Empowering Education
5. Knowledge as Power
6. Literacy as Power

Part Three: Empowering Ourselves

7. Self-Empowerment
8. Creating Empowering Communities
9. Teachers Speak for Themselves
10. Empowerment and Education: Past, Present and Future

Appendix A: Interview Questions and Sample Interview Protocol

Appendix B: Pebbles Along the Path: On the Process of Becoming a Teacher-Researcher, Cheryl S. Timion

Bibliography

Index



Related Subjects
32168/32169(LGP//)

Related Titles

The Resource Room
The Resource Room
Jimmy Carter as Educational Policymaker
Jimmy Carter as Educational Policymaker
Boom for Whom?
Boom for Whom?
Strengthening the African American Educational Pipeline
Strengthening the African American Educational Pipeline
Language and Limits
Language and Limits
Toward Curriculum for Being
Toward Curriculum for Being
Standing Outside on the Inside
Standing Outside on the Inside
Interactive Technologies and the Social Studies
Interactive Technologies and the Social Studies
Language, Culture, and Power
Language, Culture, and Power
Developing Multicultural Teacher Education Curricula
Developing Multicultural Teacher Education Curricula



 
bottom_1_963_35.jpg