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The paper describes two dimensions of critical discourse analysis: awareness of how discourse sustains inequities and language’s transformative function, enabling leaders to monitor utterances and disrupt subordinating communication patterns.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nCalifornia State University, East Bay  \nThis article outlines the need of infusing critical discourse analysis into the preparation and support of prospective school leaders. It argues that in the process of school transformation, the school leader must possess the ability to self-reflect on his/her language and understand the potential power of language as a means that may support or hinder the transformation process. Moreover, the piece contends that language of school transformation needs to be aligned with the actions of school transformation.  \nIn professional preparation programs for school administrators and leaders, a need exists to include discourse analysis as a key strategy to increase capacity to lead reforms that seek to change school culture (Henze, 2001) . The assumption here is that when school administrators incorporate critical discourse analysis into their professional repertoire, they will be better positioned to understand, among other things, what happens when they – and school staff--connect their language to their actions, when they themeselves utter or witness others use hurtful language, when they need to decipher meanings buried in seemingly innocent speech.  \nCritical discourse analysis contains two dimensions. One dimension consists of one’sawarness about the use of discourse as a means to perpetuate inequities; the other dimension refers to the potential transformative function of language; it includes the set of skills to selfmonitor one’s utterances as well as to aid others to understand how their subordinating communication patters can be disrupted.  \nKnowing how to understand discursive practices is of crucial value to implementing reforms that stay made. Uncovering the intimate details as to how people establish and cultivate relationships can indeed be studied through the content and form of discourse. Gumperz & Cook-Gumperz (1982), Goffman (1974), Quinn and Holland (1987), Deal and Peterson (1993), just to name a few foundational thinkers, have shown through their studies that if discourse is a signfier of a human organization’s culture, then the influence of school leaders’ discursive practices should be a fundamental subject for preparation programs. School leaders set the tone of the institution’s culture.  \nThe centrality of setting the tone flows from the leader as power broker; this function is carried out via discourse which, as Fairclough (1995) has argued, serves as a means for people to exercise, reproduce and negotiate power relations. Discourse weaves beliefs and values enacted on daily basis. Habermas (1987) noted that a culture can be understood as “patterns of interpretation transmitted in language.”(p.125) What and how is being orally said or written, forges, nurtures, reproduces, and often contests the realities (material, subjective, and social) within which individuals and groups interact.  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 26, March 2015  \nISSN 1064-­‐4474 © 2015 California Association of Professors of Educational Administration  \nA great challenge for school leaders may consist of closing the gap between, on one hand, adopting reform language, and believing and acting on it, on the other. Over the last two decades, the school reform movement generated a genre extremely rich in vocabulary, metaphoric expressions, concepts, and even particular ways of talking – implementing equity throughout schools, for instance. School leaders today often find themselves needing to have competence in this genre. But from rhetoric to action there is a distance that, in human organizations, usually results in serious tensions, which in turn may affect relationships and collectively cherished values, such as trust. This is not to say that a direct correlation necessarily exists between” walking the talk”, and the lack of trust and the existence of a culture marked by adversar","cbCaik88jz6Vw1WM","https://ap.wps.com/l/cbCaik88jz6Vw1WM","pdf",155390,"English","# Introduction\n## Integrating discourse analysis into leadership preparation\n# Two dimensions of critical discourse analysis\n## Awareness of inequities through discourse\n## Transformative potential of language\n# Discourse, power, and institutional culture\n## Leadership as power broker\n# From reform rhetoric to action\n## Tensions, trust, and contradictions\n# Implications for leaders\n## Disrupting normalizing discourses","[{\"question\":\"Why should critical discourse analysis be included in preparing school leaders?\",\"answer\":\"Because leaders need capacity to understand what happens when their language connects—or fails to connect—to their actions, and when hurtful or seemingly innocent speech carries hidden meanings.\"},{\"question\":\"What are the two dimensions of critical discourse analysis described in the article?\",\"answer\":\"Awareness of how discourse perpetuates inequities, and the transformative function of language, including skills to monitor one’s own utterances and help others understand how subordinating communication patterns can be disrupted.\"},{\"question\":\"What problem can arise when leaders adopt reform discourse without practicing or believing it?\",\"answer\":\"A gap may form between stated purposes of systemic change and how things are actually done, producing tensions that can affect relationships and trust within the school culture.\"}]","Critical Discourse Analysis and Leadership - Analyzing the Role of Language in School Transformation | PDF",1792094755]