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From Academic Leadership Authors
Brian is a doctoral student and student leader in the Educational Leadership and Change (ELC) program at Fielding Graduate University. His academic expertise and areas of interest include theories of teaching, learning and curriculum, feminist/indigenous worldview studies, structural inequality and diversity issues, decolonizing and reconstructing epistemologies, critical systems theory, and conflict resolution and peace building methodologies. Brian's professional background and experience includes student services administration and adjunct teaching. Brian lives in Albany, New York, USA with his wife, Karrie, and twin sons, Gavin and Ethan. What I hope the review section will accomplish for readers: I have great faith that the Review section of Academic Leadership Journal can benefit from new ideas and a new direction. I want to see this section become a premier source of information on ground-breaking leadership theory and practice for leaders and scholar-practitioners in the field. I foresee a mission statement outlining as one of its primary purposes/goals a statement of commitment to readers which emphasizes that their needs and demands for practical, in-depth reviews of recently published scholarly books will be recognized, valued and met. A descriptive and inclusive statement of purpose, for example, might read as follows: to bring readers critical and scholarly evaluations of recently published books, books that will facilitate their ability as scholar-practitioners in the field to become more informed leaders and change agents. I hope that the reviews published in the Journal will help the readership become better informed about the content, qualities, and shortcomings of books in the field. I hope the Review section offers reviews that will provide readers with the information needed to make educated decisions regarding the overall value of a book, information they can use as a tool for determining whether or not a particular book is a good fit for them and worth buying and reading. I envision the Journal’s Review section publishing reviews that help readers compare and contrast the books reviewed with other books in the same genre. I foresee the Journal’s Review section soliciting, accepting, and publishing reviews that directly address the needs of the audience of the Journal—current and future leaders and scholar-practitioners at the K-12 and higher education levels. I would like to see the reviews submitted and published to be authored primarily by faculty, administrators, and students in the field: This will offer readers critical appraisals of relevant books written by their colleagues: I believe this will give readers the security of knowing that the assessments and opinions presented in the reviews are from folks who are practicing in the field.
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