Exploring the relationships between dialogue and inclusive school communities

Orzel, Courtney

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https://hdl.handle.net/2142/31103 Copy

Description

Title

Exploring the relationships between dialogue and inclusive school communities

Author(s)

Orzel, Courtney

Issue Date

2012-05-22T00:28:07Z

Director of Research (if dissertation) or Advisor (if thesis)

Shields, Carolyn M.

Doctoral Committee Chair(s)

Shields, Carolyn M.

Committee Member(s)

• Burbules, Nicholas C.
• Johnston-Parsons, Marilyn A.
• Sloat, Linda

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Ed Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Dialogue
• Social Justice
• Inclusive Leadership
• Inclusive Schools
• Equity
• Access
• Leadership

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.

Graduation Semester

2012-05

Permalink

http://hdl.handle.net/2142/31103

Copyright and License Information

Copyright 2012 Courtney Orzel

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