TY - JOUR
T1 - Leadership for Democracy in Challenging Times
T2 - Historical Case Studies in the United States and Canada
AU - Johnson, Lauri
AU - Pak, Yoon
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The initial phase of archival data collection for Pak was funded through the National Academy of Education/Spencer Postdoctoral Fellowship program, 2002-2003.
Funding Information:
In 1945, Crawford proposed a 3-year outline to the school board to implement district-wide policy reforms toward building intercultural understanding. Seeking the assistance of Stewart Cole, Executive Director of the Pacific Coast Council on Intercultural Education, Crawford was able to procure limited financial support from the school board. The majority of funds for the SDCS program on intercultural education came from the Rosenberg and Columbia Foundations, based out of San Francisco. The Columbia Foundation provided the initial grant of $5,000 for the first year with Rosenberg providing the same amount for the subsequent 2 years. These foundations worked together to fund various types of experimental programs in educational and community development for California’s disenfranchised groups.
Publisher Copyright:
© 2018, The Author(s).
PY - 2018/8/1
Y1 - 2018/8/1
N2 - Purpose: This article focuses on the role of school and district leadership in the development and implementation of reform aimed at increasing racial and religious tolerance. It chronicles the rise of intercultural and democratic citizenship curriculum in three North American sites—Springfield, Massachusetts, Kirkland Lake, Ontario, and San Diego, California—during the 1940s. Research Method: Parallel historical case studies were conducted using traditional historical research methods through the analysis of archival documents, school district memos, school board minutes, and contextualization through relevant secondary source literature. Findings: School and district leaders supported curriculum innovation aimed at prejudice reduction and propaganda analysis, networked and collaborated with community organizations, and used foundation funding to support curriculum and professional development for racial and religious inclusion. Implications: These cases highlight the critical role of leadership to support democracy in the development of partnerships between school and district personnel, community activists, and civic foundations; the establishment of advocacy networks across borders; and the “borrowing” of diversity policies from other school districts, which were adapted to their unique community contexts. This historical study has implications for how current school leaders might “lead for democracy” in challenging times.
AB - Purpose: This article focuses on the role of school and district leadership in the development and implementation of reform aimed at increasing racial and religious tolerance. It chronicles the rise of intercultural and democratic citizenship curriculum in three North American sites—Springfield, Massachusetts, Kirkland Lake, Ontario, and San Diego, California—during the 1940s. Research Method: Parallel historical case studies were conducted using traditional historical research methods through the analysis of archival documents, school district memos, school board minutes, and contextualization through relevant secondary source literature. Findings: School and district leaders supported curriculum innovation aimed at prejudice reduction and propaganda analysis, networked and collaborated with community organizations, and used foundation funding to support curriculum and professional development for racial and religious inclusion. Implications: These cases highlight the critical role of leadership to support democracy in the development of partnerships between school and district personnel, community activists, and civic foundations; the establishment of advocacy networks across borders; and the “borrowing” of diversity policies from other school districts, which were adapted to their unique community contexts. This historical study has implications for how current school leaders might “lead for democracy” in challenging times.
KW - cross border
KW - democratic citizenship
KW - intercultural education
KW - leadership
KW - prejudice reduction
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U2 - 10.1177/0013161X18761345
DO - 10.1177/0013161X18761345
M3 - Article
AN - SCOPUS:85042216486
VL - 54
SP - 439
EP - 469
JO - Educational Administration Quarterly
JF - Educational Administration Quarterly
SN - 0013-161X
IS - 3
ER -