Access the full text.
Sign up today, get DeepDyve free for 14 days.
P. Miller, Nathan Wills, M. Scanlan (2013)
Educational Leadership on the Social FrontierEducational Administration Quarterly, 49
M. Bronski (2011)
A Queer History of the United States
A. Fairclough (2004)
The Costs of Brown: Black Teachers and School IntegrationThe Journal of American History, 91
S. Horsford (2013)
A Nation (of Students) at Risk: The Political Rhetoric of Equity and Achievement in US Education Reform
Marcus Samuelsson (2008)
Fit To Teach : Same-sex desire, gender and schooll work in the twentieth century
I. Bogotch (2005)
A History of Public School Leadership: The First Century, 1837–1942
S. Horsford (2011)
Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration
R. Butchart (2010)
Schooling the Freed People: Teaching, Learning, and the Struggle for Black Freedom, 1861-1876
Alice Jones, J. Williamson, P. Lindert (1982)
American inequality : a macroeconomic historyThe American Historical Review, 87
V. Walker (2000)
Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and CharacteristicsReview of Educational Research, 70
S. Horsford, Julian Heilig (2014)
Community-Based Education Reform in Urban ContextsUrban Education, 49
L. Tillman (2004)
(Un)Intended Consequences?Education and Urban Society, 36
David Tyack (1974)
The One Best System: A History of American Urban Education
Adah Randolph (2004)
The Memories of an All-Black Northern Urban SchoolUrban Education, 39
G. Eley (2005)
A crooked line
Diana D'amico (2015)
“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great DepressionHistory of Education Quarterly, 55
Gerardo López (2003)
The (Racially Neutral) Politics of Education: A Critical Race Theory PerspectiveEducational Administration Quarterly, 39
A. Gross (2008)
What Blood Won't Tell: A History of Race on Trial in America
M. Dudziak (2005)
Interchange: History in the professional schoolsThe Journal of American History, 92
H. Mann, L. Cremin (1957)
The republic and the school : Horace Mann on the education of free men.
J. Brooks, Mark Miles (2010)
Educational leadership and the shaping of school culture: classic concepts and cutting-edge possibilities
D. Rochefort, R. Cobb (1994)
The politics of problem definition : shaping the policy agenda
John Kingdon (1984)
Agendas, alternatives, and public policies
Lenoar Foster (2005)
The Practice of Educational Leadership in African American Communities of Learning: Context, Scope, and MeaningEducational Administration Quarterly, 41
E. Bonilla-Silva (2006)
Racism without racists : color-blind racism and the persistence of racial inequality in the United StatesTESOL Quarterly, 40
R. Margo (2005)
Self-Taught: African American Education in Slavery and Freedom. By Heather Andrea Williams. Chapel Hill: University of North Carolina Press. Pp xii, 304. $29.95.The Journal of Economic History, 65
S. Horsford, Carrie Sampson, F. Forletta (2013)
School Resegregation in the Mississippi of the West: Community Counternarratives on the Return to Neighborhood Schools in Las Vegas, 1968–1994Teachers College Record: The Voice of Scholarship in Education, 115
M. Berry (1971)
Black Resistance/White Law: A History of Constitutional Racism in America
Dionne Danns (2022)
Thriving in the Midst of Adversity: Educator Maudelle Brown Bousfield's Struggles in Chicago, 1920-1950Journal of Negro Education, 78
Larry Cuban (1988)
The Managerial Imperative and the Practice of Leadership in Schools
J. Blount (1998)
Destined to Rule the Schools: Women and the Superintendency, 1873-1995
Peter Novick (1988)
That Noble Dream: The 'Objectivity Question' and the American Historical ProfessionLabour/Le Travail, 26
J. Dougherty (2004)
More Than One Struggle: The Evolution of Black School Reform in Milwaukee
Jerald Podair (2002)
The Strike That Changed New York: Blacks, Whites, and the Ocean Hill-Brownsville Crisis
D. Bell (1992)
Faces at the bottom of the well : the permanence of racism
Thomas Haskell (1997)
Objectivity Is Not Neutrality: Explanatory Schemes in History
Jo Guldi, D. Armitage (2014)
The History Manifesto
David Tyack, Larry Cuban (1996)
Tinkering toward Utopia: A Century of Public School Reform.The Journal of American History, 83
Diana D'amico (2016)
Teachers’ Rights Versus Students’ RightsAmerican Educational Research Journal, 53
William Reese (2013)
Testing Wars in the Public Schools: A Forgotten History
Kate Rousmaniere (2013)
Principal's Office, The: A Social History of the American School Principal
Kenneth Wong, R. Rothman (2009)
Clio at the table : using history to inform and improve education policy
M. Phillips, M. Vinovskis (2000)
History and Educational PolicymakingContemporary Sociology, 29
H. Williams (2007)
Self-Taught: African American Education in Slavery and Freedom by
R. Lawrence (2000)
The Politics of Force: Media and the Construction of Police Brutality
B. Love (2004)
Brown Plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the “Majoritarian Achievement Gap” StoryEquity & Excellence in Education, 37
Michelle Alexander (2010)
The New Jim Crow: Mass Incarceration in the Age of Colorblindness
Melissa Williams (1998)
Voice, Trust, and Memory: Marginalized Groups and the Failings of Liberal Representation
J. Morris (2009)
Troubling the Waters: Fulfilling the Promise of Quality Public Schooling for Black Children
J. Morris (1999)
A Pillar of StrengthUrban Education, 33
Purpose – The purpose of this paper is to argue that historical research methods offer an innovative and powerful way to examine, frame, explain, and disrupt the study of contemporary issues in educational leadership. More specifically, the authors examine how historical methodology might recast some of the questions educational leadership researchers presently engage and how the act of “doing history” might simultaneously lead to new research agendas and social change. Design/methodology/approach – This conceptual paper provides a discussion of the explanatory and disruptive power of historical research methods and how intentional ignorance of uncomfortable historical realities, such as racist institutional structures and practices, undermines present-day efforts to advance equity in schools. Using the mainstream achievement gap narrative as an example, the authors consider the ways in which historical scholarship can effectively disrupt current conceptions of educational inequality and opportunity in the USA. Findings – The paper suggests researchers close the “history gap” by engaging historical research methods in ways that better ground, contextualize, and disrupt the often ahistorical and uncritical ways the field frames present-day challenges like the achievement gap. Originality/value – This paper explores the explanatory and disruptive power of historical research as a mode of inquiry in education leadership.
International Journal of Educational Management – Emerald Publishing
Published: Sep 14, 2015
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.