Reflective Practice of Multi-unicultural
School Leaders
Drs. Paul Rodriguez and Roberto Casas have written this book because of their deep-seated concerns for children who have been tagged “at risk” of school failure by the broad standards of the current school system. Their aim is to improve the process of educating these children with new student-centric teaching methods that emphasize a conscientiousness in the way teachers should approach their work. The authors, with their experience in leadership-instruction of children of cross-culturally diverse backgrounds or who speak different languages, have made that experience as gauge for developing Reflective Practice of Multi-unicultural School Leaders , a book that may very well define a new standard in the way school systems operate.
Reflective practice involves the capacity to reflect on action so as to engage in a process of continuous learning and thus improvement. (This is engagement on the individual teacher basis – a fluid way of adjusting and improving teaching methods day by day.) Multi-uniculturalism is the concept that, before understanding and acknowledging other cultures, individuals must first comprehend and embrace their own beliefs, values, traditions and physical environment. The authors advocate reflective practice as the best method to train multi-unicultural school leaders in the leadership-instruction of a cross-culturally diverse student body.
This book is a clarion call for educators throughout the United States. The demographic trends indicate the need for updating, if not overhauling, the standards and methods with which America educates its young. Sooner or later, the cases of sudents “at risk” of school failure wil become a significant portion of the statistics as the educational system does not adjust to children’s cross-culturally diverse backgrounds and various primary languages. Before this happens, the authors have sounded the call for change as soon as humanly possible.
