Using the Senses in Reflective Practice: Preparing School Leaders for Non-text-based Understandings

Christa Boske

Abstract


This article seeks to push at current conceptual boundaries within the field of educational leadership in understanding the relationships between preparing candidates to lead for social justice through the senses"”ways in which school leaders perceive their lived experiences and relation to others. Four case examples are presented. Findings suggest school leaders deepen their understanding, ways of knowing and responses towards children and families who live on the margins by engaging in sense-making reflective practices. The article concludes with understanding the implications of this reflective practice in preparing school leaders to address issues of justice in US public schools


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563