The Tensions Between Shared Governance and Advancing Educational Equity

Angelina E Castagno, Charles Hausman

Research output: Contribution to journalArticle

Abstract

This article examines the relationship between shared governance and one school district’s (in)ability to advance educational equity. Specifically, we consider the district’s policies, discourse, and practice around equity within the context of site-based management and shared decision making. We suggest that if equity is indeed a major district responsibility, then it seems inconsistent to leave equity at the mercy of shared governance and occasional externally-imposed mandates because most individual school leaders and educators are not currently taking up this agenda or implementing changes that would result in equitable education. Thus, our work suggests that progress toward educational equity may best be achieved through top-down, directive leadership in districts.

Original languageEnglish (US)
Pages (from-to)96-111
Number of pages16
JournalUrban Review
Volume49
Issue number1
DOIs
StatePublished - Mar 1 2017

Fingerprint

equity
governance
district
leadership
school
decision making
education
educator
leader
responsibility
discourse
ability
management

Keywords

  • Directive leadership
  • Distributed leadership
  • Educational equity
  • Shared decision making
  • Shared governance
  • Site based management
  • Social justice leadership

ASJC Scopus subject areas

  • Urban Studies

Cite this

The Tensions Between Shared Governance and Advancing Educational Equity. / Castagno, Angelina E; Hausman, Charles.

In: Urban Review, Vol. 49, No. 1, 01.03.2017, p. 96-111.

Research output: Contribution to journalArticle

@article{c70b592a8cd140b3a5905ac95045214f,
title = "The Tensions Between Shared Governance and Advancing Educational Equity",
abstract = "This article examines the relationship between shared governance and one school district’s (in)ability to advance educational equity. Specifically, we consider the district’s policies, discourse, and practice around equity within the context of site-based management and shared decision making. We suggest that if equity is indeed a major district responsibility, then it seems inconsistent to leave equity at the mercy of shared governance and occasional externally-imposed mandates because most individual school leaders and educators are not currently taking up this agenda or implementing changes that would result in equitable education. Thus, our work suggests that progress toward educational equity may best be achieved through top-down, directive leadership in districts.",
keywords = "Directive leadership, Distributed leadership, Educational equity, Shared decision making, Shared governance, Site based management, Social justice leadership",
author = "Castagno, {Angelina E} and Charles Hausman",
year = "2017",
month = "3",
day = "1",
doi = "10.1007/s11256-016-0383-8",
language = "English (US)",
volume = "49",
pages = "96--111",
journal = "The Urban Review",
issn = "0042-0972",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - The Tensions Between Shared Governance and Advancing Educational Equity

AU - Castagno, Angelina E

AU - Hausman, Charles

PY - 2017/3/1

Y1 - 2017/3/1

N2 - This article examines the relationship between shared governance and one school district’s (in)ability to advance educational equity. Specifically, we consider the district’s policies, discourse, and practice around equity within the context of site-based management and shared decision making. We suggest that if equity is indeed a major district responsibility, then it seems inconsistent to leave equity at the mercy of shared governance and occasional externally-imposed mandates because most individual school leaders and educators are not currently taking up this agenda or implementing changes that would result in equitable education. Thus, our work suggests that progress toward educational equity may best be achieved through top-down, directive leadership in districts.

AB - This article examines the relationship between shared governance and one school district’s (in)ability to advance educational equity. Specifically, we consider the district’s policies, discourse, and practice around equity within the context of site-based management and shared decision making. We suggest that if equity is indeed a major district responsibility, then it seems inconsistent to leave equity at the mercy of shared governance and occasional externally-imposed mandates because most individual school leaders and educators are not currently taking up this agenda or implementing changes that would result in equitable education. Thus, our work suggests that progress toward educational equity may best be achieved through top-down, directive leadership in districts.

KW - Directive leadership

KW - Distributed leadership

KW - Educational equity

KW - Shared decision making

KW - Shared governance

KW - Site based management

KW - Social justice leadership

UR - http://www.scopus.com/inward/record.url?scp=85001600705&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85001600705&partnerID=8YFLogxK

U2 - 10.1007/s11256-016-0383-8

DO - 10.1007/s11256-016-0383-8

M3 - Article

VL - 49

SP - 96

EP - 111

JO - The Urban Review

JF - The Urban Review

SN - 0042-0972

IS - 1

ER -