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This paper connects two (seemingly) parallel discourses in the field of educational leadership: the discourse on adaptive leadership or ‘adaptivity’, which has been appropriated into the field of education, and social justice educational leadership. Without overlooking the real differences between them, the paper identifies four principles central to both discourses. Both leadership types are claimed to be disruptive, dilemmatic, collaborative, and contextual-emergent. A model for connecting the two discourses around these four shared principles is presented. Some key concerns regarding the likelihood of connecting the two discourses will be addressed, particularly by discussing the compatibility of ‘effectiveness’ to ‘social justice’. The paper concludes with a discussion of ‘communities of practice’, as an example of an adaptive-social justice organizational structure that realizes the above four shared principles.
Ariel Sarid. Crossing boundaries: connecting adaptive leadership and social justice leadership for educational contexts. International Journal of Leadership in Education 2021, 1 -22.
AMA StyleAriel Sarid. Crossing boundaries: connecting adaptive leadership and social justice leadership for educational contexts. International Journal of Leadership in Education. 2021; ():1-22.
Chicago/Turabian StyleAriel Sarid. 2021. "Crossing boundaries: connecting adaptive leadership and social justice leadership for educational contexts." International Journal of Leadership in Education , no. : 1-22.
One of the leading theories of social learning today is Wenger's theory of Communities of Practice' (CoP-theory). CoP-theory reiterates basic tenets of social learning theory yet it us set apart from other theories of social learning and education not only by centering on identity-formation but by positing four key dualities as inherent structural features of the educational process. While concurring with Wenger's 'dilemmatic' understanding of education and his open-ended, practice-based conception of identity-formation, we argue that Wenger's theory overlooks central elements that are needed in order to fully articulate the ends of the educational process, as he conceives them. We claim that further supplementation is needed to support the kind of educational processes that Wenger advocates. Referring to the work of Jack Mezirow and Charles Taylor, this supplementation concerns both critical (rational) reflection and 'ethical imagination'. Rather than threatening the coherency of the theory, we claim that these supplementations are internally derived from the ends of CoP-theory and are necessary for its very possibility. To remain in line with Wenger's dilemmatic structure of education, these supplementations are presented in the form of a duality: the tension between artistic and ethical imagination.
Ariel Sarid; Maya Levanon. Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination. Educational Philosophy and Theory 2021, 1 -12.
AMA StyleAriel Sarid, Maya Levanon. Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination. Educational Philosophy and Theory. 2021; ():1-12.
Chicago/Turabian StyleAriel Sarid; Maya Levanon. 2021. "Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination." Educational Philosophy and Theory , no. : 1-12.
Civic agency is acknowledged as a key driver/catalyst for social transformation toward sustainability. Recent environmental citizenship education (EEC) models advocate a transformative approach for addressing environmental unsustainability (addressing underlying structural causes) and the identification of the development of change agents, as both the means for deep social transformation toward sustainability and the outcome of EEC. Given the paucity of studies looking into the psychological attributes of sustainability change agents, this work aims to deepen the theoretical understanding of the motivations that drive individuals to act as change agents and the type and extent of the change that they aspire to effect, with a view to developing competent environmental citizens. To this end, this conceptual work applies Schwartz’s theory of universal values to construct a three-level framework of environmental citizenship (EC) (individual-level, community-level, and socially-transformative-level). Each level reflects an increasing level of change agency that is driven by distinct motivational values and competences. The framework shares affinities with qualitative change agency typologies in the literature but claims that these different qualitative types reflect expanding ‘levels-of-concern’ and an increasing extent of change, as expressed in the EC framework. The paper then discusses curricular implications for the design of meaningful EEC deriving from the framework: Effective EEC entails developing change agency by adapting learning to the EC-level of the learners and the educational organization. The proposed EC/change agency framework provides a scaffold for such curricular adaptation.
Ariel Sarid; Daphne Goldman. A Value-Based Framework Connecting Environmental Citizenship and Change Agents for Sustainability—Implications for Education for Environmental Citizenship. Sustainability 2021, 13, 4338 .
AMA StyleAriel Sarid, Daphne Goldman. A Value-Based Framework Connecting Environmental Citizenship and Change Agents for Sustainability—Implications for Education for Environmental Citizenship. Sustainability. 2021; 13 (8):4338.
Chicago/Turabian StyleAriel Sarid; Daphne Goldman. 2021. "A Value-Based Framework Connecting Environmental Citizenship and Change Agents for Sustainability—Implications for Education for Environmental Citizenship." Sustainability 13, no. 8: 4338.
Rian Satterwhite; Ariel Sarid; Carolyn M. Cunningham; Elizabeth Goryunova; Heather M. Crandall; James L. Morrison; Kate Sheridan; Whitney M. Miller. Contextualizing our Leadership Education Approach to Complex Problem Solving: Shifting Paradigms and Evolving Knowledge: Priority 5 of the National Leadership Education Research Agenda 2020–2025. Journal of Leadership Studies 2020, 14, 63 -71.
AMA StyleRian Satterwhite, Ariel Sarid, Carolyn M. Cunningham, Elizabeth Goryunova, Heather M. Crandall, James L. Morrison, Kate Sheridan, Whitney M. Miller. Contextualizing our Leadership Education Approach to Complex Problem Solving: Shifting Paradigms and Evolving Knowledge: Priority 5 of the National Leadership Education Research Agenda 2020–2025. Journal of Leadership Studies. 2020; 14 (3):63-71.
Chicago/Turabian StyleRian Satterwhite; Ariel Sarid; Carolyn M. Cunningham; Elizabeth Goryunova; Heather M. Crandall; James L. Morrison; Kate Sheridan; Whitney M. Miller. 2020. "Contextualizing our Leadership Education Approach to Complex Problem Solving: Shifting Paradigms and Evolving Knowledge: Priority 5 of the National Leadership Education Research Agenda 2020–2025." Journal of Leadership Studies 14, no. 3: 63-71.
The purpose of this paper is to explore the kinds of motivation driving Arab and Jewish students in Israel to choose teaching as a career. This study addressed several issues that have been largely overlooked in previous research such as the focus on Content Value motives (the motivation to teach specific subjects) as well as linking demographic variables to motivational factors, particularly cultural diversity and prior pedagogical experience. The present study yielded three central findings: the importance of Content Value motives; similar motivational patterns have been found between the two sectors despite demographic differences between them; prior teaching experience has been found to have an effect on the kinds of motivations for choosing teaching as career. The paper concludes by exploring the implications of the present study on teacher preparation programs and on future research on the motivation to choose teaching as a career especially in culturally diverse educational contexts.
Ariel Sarid; Kussai Haj-Yehia; Hait Shaham; Amihai Rigbi. Linking demographic variables to motivation: investigating the motivation to choose teaching among Arab and Jewish students in Israel. European Journal of Teacher Education 2020, 1 -21.
AMA StyleAriel Sarid, Kussai Haj-Yehia, Hait Shaham, Amihai Rigbi. Linking demographic variables to motivation: investigating the motivation to choose teaching among Arab and Jewish students in Israel. European Journal of Teacher Education. 2020; ():1-21.
Chicago/Turabian StyleAriel Sarid; Kussai Haj-Yehia; Hait Shaham; Amihai Rigbi. 2020. "Linking demographic variables to motivation: investigating the motivation to choose teaching among Arab and Jewish students in Israel." European Journal of Teacher Education , no. : 1-21.
For over two decades the radical critique of society and culture has had an important impact on educational-pedagogical thought and has had a central role in promoting the discussion of ‘social justice’ in educational leadership literature. This paper aims to present the principle tenets of the radical critique of society and culture in social justice educational leadership discourse and to consider whether radical critique is consistent with social justice advocacy and application. The paper argues that radical critique, particularly given its rejection of a neutral school culture and its adherence mainly to the value of cultural diversity, confounds coherent application of social justice policies and neglects the complexities inherent to the notion of social justice educational leadership. Social justice requires constant examination of the tensions and dilemmas that characterize social justice advocacy and policymaking. Promoting social justice demands two enabling conditions: (1) a neutral school culture that guarantees fair treatment of all and a communicative environment in which each voice can be heard; and (2), a local and contextual determination of the specific social justice dimensions that are needed to be applied in a given educational context.
Ariel Sarid. The radical critique of culture and social justice educational leadership. International Journal of Leadership in Education 2020, 1 -17.
AMA StyleAriel Sarid. The radical critique of culture and social justice educational leadership. International Journal of Leadership in Education. 2020; ():1-17.
Chicago/Turabian StyleAriel Sarid. 2020. "The radical critique of culture and social justice educational leadership." International Journal of Leadership in Education , no. : 1-17.
This paper presents a multidimensional framework of social justice educational leadership (SJEL), which accommodates various dimensions of social justice that are either discussed in the literature but rarely in tandem, or those that are largely marginalized or thought to reside beyond the boundaries of SJEL discourse. At its core, the framework presents the division between social equality and individual self-determination. The paper systematically accounts for the inherent conflicts and dilemmas within and among the various dimensions of social justice, thereby offering educational researchers, leaders and policy-makers a practical methodological tool with which to engage social justice leadership actions and policy.
Ariel Sarid. Social Justice Dilemmas: A Multidimensional Framework of Social Justice Educational Leadership. Leadership and Policy in Schools 2019, 20, 149 -167.
AMA StyleAriel Sarid. Social Justice Dilemmas: A Multidimensional Framework of Social Justice Educational Leadership. Leadership and Policy in Schools. 2019; 20 (2):149-167.
Chicago/Turabian StyleAriel Sarid. 2019. "Social Justice Dilemmas: A Multidimensional Framework of Social Justice Educational Leadership." Leadership and Policy in Schools 20, no. 2: 149-167.
This paper seeks to briefly address the question of what comes next after postmode nity as an educational intellectual movement. Building particularly on Habermas, it is claimed that there is no alternative to Modernist thought in its recent reconstructive variants. The inherent dual-impulse of Modernity offers both an ongoing communicative-critical basis to critique knowledge and values as well as to safeguard principles that are necessary for sustaining a coheent understanding of education.
Ariel Sarid. The dual-impulse of modernity. Educational Philosophy and Theory 2018, 50, 1394 -1395.
AMA StyleAriel Sarid. The dual-impulse of modernity. Educational Philosophy and Theory. 2018; 50 (14):1394-1395.
Chicago/Turabian StyleAriel Sarid. 2018. "The dual-impulse of modernity." Educational Philosophy and Theory 50, no. 14: 1394-1395.
The aim of this paper is to offer a timely theory of education that abstains as much as feasibly possible from ‘taking sides’ in current ideological disputes. It begins by presenting a basic definition demarcating the concept of ‘education’ from other processes of human learning and formation, yet in a way that allows circumventing various features that have been the source of literary debates. The paper then presents education’s bi-dimensional structure and connects this structure to Schwartz’s theory of universal values. To further explicate the merits of the theory, the paper presents four generic types of education and connects each of them to Schwartz’s value scale (SVS). It is argued that the conception of education offered may serve as a commonly shared framework for educational theorists and practitioners alike to think about and research education.
Ariel Sarid. A theory of education. Cambridge Journal of Education 2017, 48, 479 -494.
AMA StyleAriel Sarid. A theory of education. Cambridge Journal of Education. 2017; 48 (4):479-494.
Chicago/Turabian StyleAriel Sarid. 2017. "A theory of education." Cambridge Journal of Education 48, no. 4: 479-494.
The primary objective of this paper is to discuss the implications of applying Habermas’s concept of self-critical appropriation for rethinking the structure of the modernist curriculum, specifically the organization of school subjects and instruction time devoted to each of them. To this end, the paper examines Habermas’s differentiation between the three expert cultures of science, morality and art in modernity as well as the role that Habermas envisions for education in modern societies. On the basis of the above differentiation, this paper briefly reviews three national curriculums (England, France, Finland) in order to substantiate the dominant scientific-objectivating orientation underlying the structure of current national curriculums. The review provides the contextual-factual background for rethinking the curriculum. Responding to the challenges facing curriculums in the postmodern era (both theoretical and practical), this paper presents two principles stemming from the application of the concept of self-critical appropriation: balancing the curriculum and the introduction of an integrator-subject for the development and exercise of communicative competences.
Ariel Sarid. Rethinking the modernist curriculum with Habermas’s concept of self-critical appropriation. Journal of Curriculum Studies 2017, 49, 456 -475.
AMA StyleAriel Sarid. Rethinking the modernist curriculum with Habermas’s concept of self-critical appropriation. Journal of Curriculum Studies. 2017; 49 (4):456-475.
Chicago/Turabian StyleAriel Sarid. 2017. "Rethinking the modernist curriculum with Habermas’s concept of self-critical appropriation." Journal of Curriculum Studies 49, no. 4: 456-475.
Zygmunt Bauman has devoted considerable amount of attention to the discussion of the educational challenges in liquid modernity. While a good deal of professional attention has been given to Bauman’s concept in various fields and disciplines, his views on education have received relatively little response by educational theorists and practitioners. The aim of this article is to assess Bauman’s prognosis and diagnosis for education in liquid modernity and argue that even if one generally accepts Bauman’s portrayal of current society, his educational view must presuppose ‘solid’ elements if it is to remain consistent. The article offers some critical reflections with regard to these themes by appealing in particular to the notion of self-critical appropriation, as it is employed in the work of Jurgen Habermas. It is with this notion that it is possible to overcome inconsistencies in Bauman’s educational views and form the basis for understanding how to account for the development of authentic personhood in the social climate of liquid modernity.
Ariel Sarid. Self-critical appropriation: An assessment of Bauman’s view of education in liquid modernity. Educational Philosophy and Theory 2016, 49, 462 -472.
AMA StyleAriel Sarid. Self-critical appropriation: An assessment of Bauman’s view of education in liquid modernity. Educational Philosophy and Theory. 2016; 49 (5):462-472.
Chicago/Turabian StyleAriel Sarid. 2016. "Self-critical appropriation: An assessment of Bauman’s view of education in liquid modernity." Educational Philosophy and Theory 49, no. 5: 462-472.
Ariel Sarid. Integrating Leadership Constructs Into the Schwartz Value Scale: Methodological Implications for Research. Journal of Leadership Studies 2016, 10, 8 -17.
AMA StyleAriel Sarid. Integrating Leadership Constructs Into the Schwartz Value Scale: Methodological Implications for Research. Journal of Leadership Studies. 2016; 10 (1):8-17.
Chicago/Turabian StyleAriel Sarid. 2016. "Integrating Leadership Constructs Into the Schwartz Value Scale: Methodological Implications for Research." Journal of Leadership Studies 10, no. 1: 8-17.
Ariel Sarid. Reconciling Divisions in the Field of Authentic Education. Journal of Philosophy of Education 2014, 49, 473 -489.
AMA StyleAriel Sarid. Reconciling Divisions in the Field of Authentic Education. Journal of Philosophy of Education. 2014; 49 (3):473-489.
Chicago/Turabian StyleAriel Sarid. 2014. "Reconciling Divisions in the Field of Authentic Education." Journal of Philosophy of Education 49, no. 3: 473-489.
Given both the theoretical and practical complications arising from the use of authority in dialogical education, this article explores the kind of authority that dialogical education presupposes. By referring to the special responsibilities of dialogic teachers, this article claims that questions of authority and power in classroom dialogical practices must be seen as connected to the idea of authentic self-creation – of all involved in the learning process. Next, by applying the notion of publicly shared authority, this article offers a new understanding of authentic authority, one which is most compatible with dialogic practices, enabling educational practitioners to balance inherent tensions or incompatible demands (on teachers and students) that lie at the very heart of dialogical education. Finally, this new understanding of authentic authority is clarified and spelled out by presenting three aspects of ‘openness’, each perceiving authentic authority from different yet complementary points of view.
Ariel Sarid. Calling Balls and Strikes: The Question of Authority and Power in Dialogical Education. Power and Education 2014, 6, 241 -252.
AMA StyleAriel Sarid. Calling Balls and Strikes: The Question of Authority and Power in Dialogical Education. Power and Education. 2014; 6 (3):241-252.
Chicago/Turabian StyleAriel Sarid. 2014. "Calling Balls and Strikes: The Question of Authority and Power in Dialogical Education." Power and Education 6, no. 3: 241-252.
This article presents a moral orientation that can serve as a commonly shared foundation for developing moral consciousness in (postmodern) multicultural democratic societies. To this end, I distinguish between two prevailing generic views of moral education—‘thin’ and ‘thick’—and claim that the tensions between them contribute to the sense of crisis of moral education (and public schooling in general). I begin by showing these tensions through a discussion of representatives of each side of the thin–thick dichotomy, as well as through Lickona’s integrative account. After discussing the complications of each view, I present PARTS—Postconventional Authentic Relation-to-Self—as a normative perspective that is able to reconcile the two generic views. I show the merits of PARTS by discussing the notions of moral judgement and motivation.
Ariel Sarid. Between thick and thin: responding to the crisis of moral education. Journal of Moral Education 2012, 41, 245 -260.
AMA StyleAriel Sarid. Between thick and thin: responding to the crisis of moral education. Journal of Moral Education. 2012; 41 (2):245-260.
Chicago/Turabian StyleAriel Sarid. 2012. "Between thick and thin: responding to the crisis of moral education." Journal of Moral Education 41, no. 2: 245-260.
Dialogic or dialogical education is an umbrella term that encompasses a myriad of different and at times conflicting approaches. As there is no agreed‐upon definition of ‘dialogue’ (not that there is or should be one unified definition), and even fewer clear and systematic guidelines for application, researchers and practitioners in the DE field are faced with countless questions and dilemmas. My aim in this paper is therefore to offer some ideas for a general outline of how to employ systematic thinking on DE. This outline can serve as a basis for the development of a methodological tool that can enable researchers and practitioners to think about and apply dialogical practices with greater clarity, coherency and consistency. Following a normatively oriented (rather than instrumental) systematic line of reasoning, this paper will begin by discussing the basic values of three central dialogical approaches and then move on to discuss more practical parameters that surpass strictly pedagogical and didactic concerns.
Ariel Sarid. Systematic Thinking on Dialogical Education. Educational Philosophy and Theory 2012, 44, 926 -941.
AMA StyleAriel Sarid. Systematic Thinking on Dialogical Education. Educational Philosophy and Theory. 2012; 44 (9):926-941.
Chicago/Turabian StyleAriel Sarid. 2012. "Systematic Thinking on Dialogical Education." Educational Philosophy and Theory 44, no. 9: 926-941.
The aim of this article is to provide a Habermasian-inspired approach to the application of educational technologies. Such an approach is advocated here in order to counter voices that are critical of the idea of applying technology in the classroom, as well as current (instrumentalist) views that uncritically and unreflectively embrace technology. The author claims, based on Habermas's analytic division between lifeworld and system, that the circular process between social values and technological development must be maintained if the malaises of instrumentalism can be confronted. The author also shows that applying educational technologies towards the development of autonomous communicative competences reinstates this circular process and supports the development of a vibrant democratic culture.
Ariel Sarid. Habermasian Reflections on the Question of Educational Technology. Policy Futures in Education 2009, 7, 628 -635.
AMA StyleAriel Sarid. Habermasian Reflections on the Question of Educational Technology. Policy Futures in Education. 2009; 7 (6):628-635.
Chicago/Turabian StyleAriel Sarid. 2009. "Habermasian Reflections on the Question of Educational Technology." Policy Futures in Education 7, no. 6: 628-635.