Abstract
As is evident in the superintendent transcripts, building community today is different from in past decades. There are many under rep-resented individuals in our school districts who either do not know how to make their voice heard or feel that when they use their voice, no one listens. We are charged as leaders to open spaces for those who have been marginalized. As we explore ISLLC Standard 4, we turn to generational theory and feminist epistemology for assistance in understanding what collaborating with faculty and community members means in terms of how leaders frame what they hear; how they respond to diverse community interests; how they interrogate different ways of knowing; how they balance their preferred ways of knowing with those of others; and how they might employ their ways of knowing to influence communicative structures and processes in their school districts to build more inclusive, democratic, collaborative communities.
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Additional Reading
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© 2015 Gary Ivory, Adrienne E. Hyle, Rhonda McClellan, Michele Acker-Hocevar
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Touchton, D., Acker-Hocevar, M. (2015). Generational Diversity and Feminist Epistemology for Building Inclusive, Democratic, Collaborative Community. In: Ivory, G., Hyle, A.E., McClellan, R., Acker-Hocevar, M. (eds) Quandaries of the Small-District Superintendency. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137363251_7
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