STEPHEN M. RITCHIE, KENNETH TOBIN, WOLFFMICHAEL ROTH and CRISTOBAL CARAMBO

Abstract: Although the transformation of relevant curriculum experiences for youth from impoverished backgrounds in large urban high schools in the US offers many leadership challenges for faculty, few studies have focused on the roles of students and teachers in the creation of distributed leadership practices to build and sustain improved learning environments. Through ethnography, this paper explores the leadership dynamics in one academy within a large urban high school whose students are mostly African-American. Students in some classes had opportunities to participate in cogenerated dialogues and, in so doing, learned how to interact successfully with others, including their teachers and peers, and build collective agreements for future classroom roles and shared responsibility for their enactment. The study highlights the centrality of successful interactions among participants and the extent to which co-respect and co-responsibility for goals occur. Initially, a lack of trust within the community undermined tendencies to build solidarity throughout the community, despite a commitment of the academy’s co-ordinator to be responsive to the goals of others, listen to colleagues and students, and strive for collective goals. It is argued that all participants in a field need to take responsibility for accessing and appropriating structures to achieve positive emotional energy through collective curriculum leadership and climates that create and sustain educational accomplishments. Furthermore, it is suggested that individual and collective actions should be studied dialectically in subsequent research on leadership dynamics in schools.

Key words: agency; curriculum leadership; emotional energy; solidarity; urban education

总 结：

1、在美国大型城市的高中，虽然贫穷背景的青年在转换相关课程经验的方面提出了领导对教师的挑战,很少有研究关注学生和教师的角色创建，分布式领导力实践，构建和维持改善学习环境。

2、通过民族志,本文在一个大型城市高中的学生大多是非洲裔美国人的情况下，探讨领导动力学。一些类的学生有机会参与对话,学会了如何成功地与他人互动,包括他们的老师和同龄人,并制定课堂角色和共同责任为未来构建集体协议。

3、该研究凸显了中心成功的参与者之间的交互和相互尊重的程度，坚决认为美国负有共同责任目标。最初, 虽然学院的协调员响应他人的目标进行承诺：倾听同事和学生,争取集体的目标，但在社区内破坏了构建团结整个社区导致缺乏信任的倾向。研究认为，所有的参与者需要通过集体课程领导，实现积极的情感能量,创造和维持教育成就。

来源：Journal of Curriculum Studies, 2007, ISSN: 0022–0272, p151-175. 25p. 2Diagrams.