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Title:Exploring the relationships between dialogue and inclusive school communities
Author(s):Orzel, Courtney
Director of Research:Shields, Carolyn M.
Doctoral Committee Chair(s):Shields, Carolyn M.
Doctoral Committee Member(s):Burbules, Nicholas C.; Johnston-Parsons, Marilyn A.; Sloat, Linda
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Ed Organization and Leadership
Degree Granting Institution:University of Illinois at Urbana-Champaign
Social Justice
Inclusive Leadership
Inclusive Schools
Abstract:High standards and expectations for all students drive current school reform efforts which target accountability measures and focus on standardized tests, leaving many American students, particularly those who have been traditionally underserved and marginalized, feeling excluded and silenced in school. Thus, it is important for school leaders to look to dialogic relations and democratic practices as a means for educational inclusion. Using a reputational approach guided by a theoretical framework focused on dialogue as ontological, this multiple case study examined the journey from exclusive, hierarchical structures to inclusive, democratic schools. In particular, the study examined the relationship between dialogue and inclusive leadership practices from three principals’ perspectives, including their conception of an inclusive school, obstacles encountered, and strategies used to create democratic, socially just learning communities. Findings suggest that a relationship between dialogue and inclusive schools existed in schools where the principal viewed dialogue in an ontological sense and as a way of life. Recommendations include suggestions for school leaders to intentionally create space for necessary dialogue to occur in their schools. Further research is suggested to examine the relationship between dialogue and student achievement and the impact of deficit thinking on dialogue in schools.
Issue Date:2012-05-22
Rights Information:Copyright 2012 Courtney Orzel
Date Available in IDEALS:2012-05-22
Date Deposited:2012-05

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