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Review Board:

Judy Alston
Bowling Green State University

Gary Anderson
California State Los Angeles

Jackie Blount
Iowa State University

Colleen Capper
University of Wisconsin-Madison

Gregory Dimitriadis
SUNY-Buffalo

Fenwick English
UNC-Chapel Hill

Bernardo Gallegos
University of Illinois-Chicago Circle

Henry Giroux
Pennsylvania State University

Anthony Green
Institute of Education
University of London

Ron Jetty
Wisconson Education Association Council

Bill Johnston
North Carolina State University

Patti Lather
The Ohio State University

Spencer Maxcy
Louisiana State University

"The dominant leadership discourses of our own time may rhetorically privilege cooperative consensus building models in the name of equality and inclusiveness, but progressive leaders today are as constrained as Haley was by business interests and ill-conceived educational policy." 

Is there a place for ambition and power in feminist conceptions of leadership? Kathleen Knight Abowitz and Kate Rousmaniere think so. By examining education's first major labor leader, Margaret Haley, the authors present a concept of the "diva-citizen" leader that brings these qualities along with a refreshing performativity to the idea of educational leadership. Read Kathleen Knight Abowitz's and Kate Rousmaniere's

Diva Citizenship:
A Case Study of Margaret Haley as Feminist Citizen-Leader

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"Youth are now demonized by the popular media and derided by politicians looking for quick-fix solutions to crime, joblessness, and poverty. In a society deeply troubled by their presence, youth prompt a public rhetoric of fear, control, and surveillance, which translate into social policies that signal the shrinking of democratic public spheres, the highjacking of civic culture, and the increasing militarization of public space. Nurturance, trust, and respect now give way to fear, disdain, and suspicion. In many suburban malls, young people, especially urban youth of color, cannot shop or walk around without having appropriate identification cards or being in the company of a parent. Children have fewer rights than almost any other group and fewer institutions protecting these rights. Consequently, their voices and needs are almost completely absent from the debates, policies, and legislative practices that are constructed in terms of their needs. "

Henry Giroux explores how this "war on youth" permeates not only the malls but American secondary schools revealing some startling implications for school leaders that involves the privitization of social life, the corportization of time, and the possibility of educated hope. Read Henry Giroux's Invited Article,

"Public Time and Educated Hope:
Educational Leadership and the War against Youth."

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Peter McLaren
UCLA

Janet Miller
Teachers College, Columbia

Enrique G. Murillo, Jr.
California State University, San Bernardino

Khaula Murtadha
Indiana University-Indianapolis

Terry O'Connor
College of New Jersey

Wanda Pillow
University of Illinois-Urbana-Champaign

William Reynolds
Georgia State University

Dianne Smith
University of Missouri-Kansas City

Editor:
Richard A. Quantz

Assoc. Editor:
Rich Rees

Book Review Editor:
Kathleen Knight Abowitz