Synopses & Reviews
What must school leaders think about and practice, asks Carl D. Glickman, if all students are to have a truly democratic education— an education that will equip each student with the knowledge, skills, and applications to become wise, caring, and participatory citizens of an improving democratic society? To develop and implement such an education for all students at all grade levels takes thought, courage, and savvy leadership. In this collection of essays spanning writings from 1977 to the present, Glickman shows how this can be accomplished.
Glickman draws from his more than fifteen years of experience as director of a nationally validated school improvement program with more than one hundred diverse K-12 schools, and more recently, his two years spent examining some of the most successful progressive schools in the United States. He offers proven advice on leadership formats, approaches, and strategies for enhancing teacher thinking and collective action— and provides specific examples of curriculum, methods and strategies for improving student achievement while building citizen capabilities. He explains the types of standards and policies that can protect unique schools and document success for students. And he shows how sustaining progressive schools over the long haul offers the greatest hope for reinvigorating an informed and caring citizenry.
In addition to the previously published essays culled from more than one hundred articles and twelve books written over the past twenty-five years, the author has included four new essays that provide vivid contemporary cases of school practice from some of the country's most successful and enduring progressive public schools. These cases give clear illustration to the author's central ideas of school leadership, courage, and endurance.
"Carl Glickman calls us to examine the foundations of our educational enterprise. At this time of intense national soul-searching, Holding Sacred Ground
speaks to all educators who value the democratic spirit, not only in the U.S. but worldwide."
— David Chojnacki, executive director, Near East South Asia Council of Overseas Schools
"A very important book: lucid, lively, and readable. . . a work of courage and care. It's Carl to the core. I only wish that I had this book before I started so many school and community initiatives."
— Deborah Meier, co-principal of The Mission Hill School, Boston and founder of a network of schools in East Harlem, New York
"Glickman's brilliant insights supported by his experience as a teacher, researcher, and school reformer provide compelling and often unsettling arguments that the democratic life of this country depends on our commitment to quality schooling for all children. No informed citizen can afford to ignore this book."
— Jacqueline Jordan Irvine, Candler Professor of Urban Education, Emory University
"No contemporary educator has thought and written more deeply about democracy and leadership than Carl Glickman. Holding Sacred Ground bears careful reading; speaking to the heart of America's on-going love-hate relationship with public education."
— Ted Sizer, founder and chair emeritus, Coalition of Essential Schools and former dean, Harvard Graduate School of Education
In twenty-two inspirational essays, Carl Glickman lays out the distinct characteristics of powerful schools, and examines the leadership priorities and practices that enable these schools to thrive and endure for generations. In the face of testing mandates, reduced funding, teacher shortages, and other challenges, it's easy for educators to lose sight of their ideals for equity and excellence in schooling. This book shows how some schools manage to hold onto the "sacred ground" by offering strategies for improving leadership, teaching, curriculum, student achievement, and collective action— in sum, the practical wisdom to weather the unpredictable obstacles ahead.
Intended Audience: Teachers, school boards, educational policymakers, school principals and other educational administrators, and professors of educational leadership and administration.
Carl Glickman draws from his more than fifteen years of experience as director of a nationally validated school improvement program with more than one hundred diverse K-12 schools, and more recently, his two years spent examining some of the most successful progressive schools in the United States. He offers proven advice on leadership formats, approaches, and strategies for enhancing teacher thinking and collective action-- and provides specific examples of curriculum, methods and strategies for improving student achievement while building citizen capabilities. He explains the types of standards and policies that can protect unique schools and document success for students. And he shows how sustaining progressive schools over the long haul offers the greatest hope for reinvigorating an informed and caring citizenry.
This collection of often inspiring and always pragmatic essays details the distinctions between "great American schools"— schools that demand a powerful and democratic education for all students— and those that, unwittingly or not, reinforce inequities by providing a superior education for some students and mediocrity for the rest. Carl D. Glickman examines the real issues that practitioners face in regard to school change, classroom improvement, public purpose, instructional leadership, teacher development, and policies for accountability, standards, and authority. He begins this collection by offering fresh perspectives on schools, leadership, and characteristics of powerful schools. The author then provides practical insights about improving teaching and learning, defining democratic learning, searching for certainty in educational reform, and wrestling with the dilemmas of today's standards and assessment mandates. Those who believe that public education is the lever for creating a more just, healthy, and equitable democracy for all will find in this book the ideas, cases, and applications for making such a vision a reality.
Carl D. Glickman holds the Roy F. and Joann Cole Mitte Endowed Chair in School Improvement in the College of Education at Southwest Texas State University. He is also president of the Institute for Schools, Education, and Democracy, and university professor emeritus of education at the University of Georgia. Glickman is the author of many books on school leadership, educational renewal, and the moral imperative of education, including Revolutionizing America's Schools (1998) and Renewing America's Schools (1993), both from Jossey-Bass.
About the Author
"...Glickman helps us reflect on the important role schooling plays increasing a democratic, participatory, inclusive and diverse society." (The School Administrator, January 2004)