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VARIATIONS IN EXPERIENCE AND MEANING: LEADERSHIP INVOLVMENT AND IDENTITIES WITH SPECIAL EDUCATION AND DISABILITIES

Year 2020, Volume 6, Issue 17, 184 - 196, 14.09.2020
https://doi.org/10.18768/ijaedu.789379

Abstract

This study focused on various ways retired school principals conceived leadership identity and accounted for involvement in special education with students identified or identifying as disabled. Participants’ narratives regarding what it meant to be involved with special education and/or disability and relationships between conceptions of involvement and identities served as primary data. Conceptions included, but were not limited to, perceived ways participants viewed their attentiveness and commitment to special education. In this study, identity was understood as a professional identity in relationship to one’s social identities and in response to others’ social identities. Employing a phenomenographic approach, findings were grouped into pools of meanings, labeled as categories of description, and presented in an outcome space. Findings evinced participants accounted for involvement with special education and/or disability through professional responses, risk-taking, and working toward socially transforming their schools. They experienced involvement as active presence, critical reflection, advocacy, and resistance. Findings suggested participants’ involvement in special education was influenced by personal experiences with disability and relationships with individuals with disabilities. Participants experienced identity through compassion, learning, spirituality, and dis/abled-ness. Discussion of how leadership preparation programs can recruit and prepare school leaders in special education is provided.

References

  • Zaretsky, L. (2005). Parent advocates’ and principals’ perceptions of professional knowledge and identity in special education. Journal of Special Education Leadership, 18(2), 30-40.

Year 2020, Volume 6, Issue 17, 184 - 196, 14.09.2020
https://doi.org/10.18768/ijaedu.789379

Abstract

References

  • Zaretsky, L. (2005). Parent advocates’ and principals’ perceptions of professional knowledge and identity in special education. Journal of Special Education Leadership, 18(2), 30-40.

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Articles
Authors

Roderick J. JONES This is me
University of Wisconsin—Eau Claire, USA,
United States

Publication Date September 14, 2020
Application Date June 9, 2020
Acceptance Date August 25, 2020
Published in Issue Year 2020, Volume 6, Issue 17

Cite

EndNote %0 IJAEDU- International E-Journal of Advances in Education VARIATIONS IN EXPERIENCE AND MEANING: LEADERSHIP INVOLVMENT AND IDENTITIES WITH SPECIAL EDUCATION AND DISABILITIES %A Roderick J. Jones %T VARIATIONS IN EXPERIENCE AND MEANING: LEADERSHIP INVOLVMENT AND IDENTITIES WITH SPECIAL EDUCATION AND DISABILITIES %D 2020 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 6 %N 17 %R doi: 10.18768/ijaedu.789379 %U 10.18768/ijaedu.789379

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