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001441192 003__ OCoLC
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001441192 019__ $$a1287673549$$a1287894923$$a1287924454$$a1288212158$$a1289371443
001441192 020__ $$a9783030882822$$q(electronic bk.)
001441192 020__ $$a3030882829$$q(electronic bk.)
001441192 020__ $$z9783030882815
001441192 020__ $$z3030882810
001441192 0247_ $$a10.1007/978-3-030-88282-2$$2doi
001441192 035__ $$aSP(OCoLC)1287616371
001441192 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dGW5XE$$dEBLCP$$dOCLCO$$dUKMGB$$dOCLCO$$dOCLCQ$$dN$T$$dUKAHL$$dOCLCQ
001441192 049__ $$aISEA
001441192 050_4 $$aLB2806$$b.C36 2021
001441192 08204 $$a371.2/011$$223
001441192 1001_ $$aCampbell-Stephens, Rosemary M.,$$eauthor.
001441192 24510 $$aEducational leadership and the global majority :$$bdecolonising narratives /$$cRosemary M. Campbell-Stephens.
001441192 264_1 $$aCham :$$bPalgrave Macmillan,$$c[2021]
001441192 264_4 $$c©2021
001441192 300__ $$a1 online resource
001441192 336__ $$atext$$btxt$$2rdacontent
001441192 337__ $$acomputer$$bc$$2rdamedia
001441192 338__ $$aonline resource$$bcr$$2rdacarrier
001441192 4901_ $$aPalgrave pivot
001441192 504__ $$aIncludes bibliographical references and index.
001441192 5050_ $$aIntro -- Acknowledgements -- Contents -- About the Author -- Chapter 1: Introduction: Global Majority Decolonising Narratives -- Global Majority -- Global Paradigms -- From BAME to Global Majority -- Conclusion -- References -- Chapter 2: Process of Racialisation, Creation of a Single Narrative and Restoration of Memory -- Racialisation -- Identity -- Before Racialisation: The Aksumite Empire (100-960 CE) -- The Benin Empire (1180-1897 CE) -- Whiteness, Eurocentrism, White Supremacy and Other Delusions -- Voyages of Columbus to the New World (3 August 1492-1504)
001441192 5058_ $$aTransatlantic European 'Slave-Traders': Fifteenth to Nineteenth Century -- Barbados Plantation and the 1661 Slave Codes: White Race 'Invented' and Established in Law -- The Slave Codes in Jamaica: 1664 -- Colonial Virginia: 1660-1690 -- Elizabeth Key (Kaye): 1655 -- Race, Whiteness and Citizenship: In the USA, 1790 -- Jewish Holocaust (1941-1945) During World War II -- Race Science -- Conclusion -- References -- Chapter 3: Disrupting Narratives: Language Power and Self-determination -- Language, Power, Legitimacy and Race -- Language Opening and Closing Doors
001441192 5058_ $$a'BAME, People of Color, Visible Minorities' and Other Provocations -- White Minority -- Conclusion and Disrupting Narratives -- References -- Chapter 4: Seven Women, Seven Steps: Consciousness and Collective Action -- Developing Consciousness -- Seven Women -- Step One: Remembering and Rejuvenating. Harmony -- Step Two: Decolonising the Mind: Developing a Collective Black Consciousness-Order and Self-determination -- Step Three: Ubuntu and Being Connected-Leadership as Service -- Step Four: Finding Your Authentic Voice and Narrative-Carrying Purpose
001441192 5058_ $$aStep Five: Relational Intelligence Combined with Racial Affinity -- Step Six: Being Culturally Competent -- Step Seven: Conscious Collective Action and Responsibility -- Conclusion -- References -- Chapter 5: Culturally Competent Leadership -- What Does It Mean to Be Culturally Literate? -- Operationalising Cultural Literacy -- Why Does It Matter How Culturally Literate You Are as a Leader in Education? -- What Are Some of the Challenges to Leading and Co-constructing in Current Diverse Contexts? -- The Importance of Changing Prevailing Deficit Narratives Around Some Communities
001441192 5058_ $$aThe Implications for Leadership Preparation Programmes -- Conclusion -- References -- Chapter 6: Conclusion: Global Majority Back to the Future, a Possibility to Live Into -- References -- Index
001441192 506__ $$aAccess limited to authorized users.
001441192 520__ $$aThis book introduces a term for our times, Global Majority, as conceptualised within the context of school leadership. It examines the processes and impact over time of racially-minoritising up to eighty-five percent of the worlds population. The chapters illustrate how a decolonised cognitive reset from a minority to majority orientation moves practice from a place of subordination to one of agency and efficacy. By reconnecting the people of the Global Majority with their narratives and the social and historical linkages that they have always had, the book potentially contributes to a different globality; where interdependence is not driven by the economic greed of the minority, but the social and very human needs of the majority. Rosemary M. Campbell-Stephens is Visiting Fellow at the Institute of Education, University College London, UK, and Associate in the Centre for Educational Leadership and Decoloniality at Leeds Beckett University, UK.
001441192 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed December 17, 2021).
001441192 650_0 $$aEducational leadership.
001441192 650_0 $$aMinorities$$xEducation.
001441192 650_6 $$aLeadership en éducation.
001441192 650_6 $$aMinorités$$xÉducation.
001441192 655_0 $$aElectronic books.
001441192 77608 $$iPrint version:$$aCampbell-Stephens, Rosemary M.$$tEducational leadership and the global majority.$$dBasingstoke : Palgrave Macmillan, 2021$$z9783030882815$$w(OCoLC)1276800593
001441192 830_0 $$aPalgrave pivot.
001441192 852__ $$bebk
001441192 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-88282-2$$zOnline Access$$91397441.1
001441192 909CO $$ooai:library.usi.edu:1441192$$pGLOBAL_SET
001441192 980__ $$aBIB
001441192 980__ $$aEBOOK
001441192 982__ $$aEbook
001441192 983__ $$aOnline
001441192 994__ $$a92$$bISE