Demographic and
Educational Influence of Our Leadership and Administration Practices Using
Democratic Accountability
Jacqueline Delong,
Grand Erie District School Board
Cheryl Black, Grand
Erie District School Board
Jack Whitehead,
University of Bath
An e-poster
presentation
to a Division A (Administration) session
of the AERA Annual Conference on Demography and Democracy in the Era of
Accountability, 12 April 2005, Montreal.
http://www.jackwhitehead.com/aera05/cbjdjweposter.htm
In this e-poster presentation we are fulfilling what we said
that we would do in our original proposal to AERA in August 2004 (http://www.jackwhitehead.com/aera05/cbjdjweposterhtm.htm).
Our aim is to contribute to the education of
the social formation of Division A of AERA through the inclusion of our living
educational theories of our educational influences in learning, into the knowledge-base
of the Division.
We use the hyperlink facilities of
this e-poster to move readers through the original proposal into the data
sources and evidence that shows the demographic and educational influences of
our leadership and administration practices using democratic accountability. As
you scroll through the original proposal at
http://www.jackwhitehead.com/aera05/cbjdjweposterhtm.htm
you will be able to access, from the data sources
and evidence section, our individual contributions that show the demographic
and educational influence of our leadership and administration practices using
democratic accountability. We offer these accounts as part of the processes of
democratic accountability that contribute to the social validity of our belief
that a living educational theory approach to educational leadership and
administration could serve to enhance the flow of values that we associate with
the future of humanity and our own. In saying this we are subscribing to
Kilpatrick's (1951) point in the first issue of Educational Theory, that
educational theory is a form of dialogue that has profound implications for the
future of humanity, and our own.
Like Bernstein (2000) we characterise
our democratic accountability in relation to two conditions:
ÒFirst of all, there are the
conditions for an effective democracy. I am not going to derive these from high-order
principles; I am just going to announce them. The first condition is that people
must feel that they have a stake in society. Stake may be a bad metaphor,
because by stake I mean that not only are people concerned to receive something
but that they are also concerned to give something. This notion of stake has
two aspects to it, the receiving and the giving. People must feel that they
have a stake in both senses of the term.
Second,
people must have confidence that the political arrangements they create will
realise this stake, or give grounds if they do not. In a sense it does not
matter too much if this stake is not realised, or only partly realised,
providing there are good grounds for it not being realised or only partly
realised." (Bernstein, 2000, p. xx).
Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique.
Kilpatrick, W. H. (1951) Crucial Issues in Current Educational Theory. Educational Theory, Vol. 1, No. 1, pp. 1-8