Ideology Critique as a Course of Action in Educational Leadership
Type of Presentation
Individual presentation
Brief Description of Presentation
This paper critically examines current educational leadership positions, including pitfalls, stereotypical postures, and the ways in which educational leaders can make a difference in public education. McLaren (2015) defines the state of “de-naturalizing what is assumed to be unchangeable, de-reifying human agency, and de-objectifying the commodity culture of contemporary capitalism” as the process of the “ideology critique” (p. 226). Cultivating distinct critical methodologies for educational leadership may be paramount to bolstering not only the image of teacher education programs for 21st century challenges, but in fact may realize the goals of education—and in particular teacher preparation—in a more robust and substantive manner. Exploring and analyzing potential changes for educational leadership stances may be vital in order to refocus teacher education programs on to a successful path to preserve and support the future of teacher educator graduates.
Abstract of Proposal
Public teacher education programs have fallen under criticism, and, in many instances, experience extreme opposition in public media discourse. By using critical pedagogical media resources—such as the Ideology Critique articulated by Peter McLaren—to provide current and updated issues, educational leaders can begin to create a more inclusive education environment that can, for instance, push back against opportunities to merely recreate and continue to support the status quo.
Location
Coastal Georgia Center
Start Date
3-26-2016 8:10 AM
End Date
3-26-2016 9:40 AM
Recommended Citation
Jorgensen, C. Gregg Ph.D., J.D., "Ideology Critique as a Course of Action in Educational Leadership" (2016). International Critical Media Literacy Conference. 29.
https://digitalcommons.georgiasouthern.edu/criticalmedialiteracy/2016/2016/29
Ideology Critique as a Course of Action in Educational Leadership
Coastal Georgia Center
Public teacher education programs have fallen under criticism, and, in many instances, experience extreme opposition in public media discourse. By using critical pedagogical media resources—such as the Ideology Critique articulated by Peter McLaren—to provide current and updated issues, educational leaders can begin to create a more inclusive education environment that can, for instance, push back against opportunities to merely recreate and continue to support the status quo.
