Background
Gary Anderson was born on April 14, 1948 in La Porte, Indiana, United States, into the family of Joseph and Jean Anderson.
The University of Iowa
Teachers College, Columbia University
The Ohio State University
Teachers College, Columbia University
The Ohio State University
The University of Iowa
http://www.amazon.com/gp/product/0671211366/?tag=2022091-20
1972
http://www.amazon.com/gp/product/B01JXQCUJA/?tag=2022091-20
1994
http://www.amazon.com/gp/product/1412940338/?tag=2022091-20
2007
http://www.amazon.com/gp/product/1483333108/?tag=2022091-20
2014
http://www.amazon.com/gp/product/0807759422/?tag=2022091-20
2018
Gary Anderson was born on April 14, 1948 in La Porte, Indiana, United States, into the family of Joseph and Jean Anderson.
Gary Anderson received Bachelor of Arts in Spanish/English, Secondary teaching certification at the University of Iowa in 1971. Then he got Master of Arts in Bilingual Education/Educational Administration at the Teachers College, Columbia University in 1981. Finally, he earned Doctor of Philosophy in Educational Administration/Curriculum and Instruction, Educational Policy and Leadership at the Ohio State University in 1988.
Gary Anderson is a former middle and high school teacher and high school principal. From 1982 - 1984 he was a high school principal at the Colegio Americano de Puebla. At the university level he has taught courses in Education policy, educational leadership, qualitative research, action research, discourse analysis, organizational theory, politics of education, teacher development, Education advocacy, and the school principalship.
His research interests are interdisciplinary and range widely. He is particularly interested in doing research within the tensions between theory and practice in applied fields like education. As a result of this interest, he has co-authored two books on Action Research, and have written extensively on issues of knowledge production in applied fields of study.
His most recent work is in the filed of education policy. He is interested in ways educational research might better inform policy and issues of knowledge mobilization generally. He has just published a study on new governance and new policy networks focused on the education task Force of the American Legislative Exchange Council (ALEC) and am currently working on a study of the State Policy Network and its impact on education policy.
He has published most extensively in the field of Educational Leadership. His work attempts to refocus the field through the use of critical and poststructural theories, particularly Marx, Habermas, Bourdieu, and Foucault. He has also done research on organizational micropolitics, and more recently on school privatization and the impact of global neoliberalism on education. He has an interest in Education in Latin America and have received two Fulbright awards to do research in Argentina and Mexico. A central concern of his research has been the symbolic dimension of educational leadership and the ways administrators “manage meaning” (ie. dominant discourses) in schools, school districts, and school communities.
Gary Anderson's dissertation research was an ethnographic study of school principals in which he developed a model that explored how administrators mediate political demands vertically within the hierarchy as well as horizontally among school professionals and the school community. This research led him to further research that explored school micropolitics - the behind the scenes struggle for power within the informal organization – and the micropolitics of student behavior as they struggle to form academic identities in socially stratified contexts. Part of this study of student voices compared data gathered in the U.S. with data from a Fullbright research award in Puebla, Mexico. Given the growing Mexican student population in New York (mainly from the state of Puebla) he plans to extend this comparative analysis in the future.
This research has lead him to a concern with how administrative practices within highly unequal and politicized contexts can shift power to students and communities, particularly in low-income communities of color. He has more recently developed a framework for authentic school-community partnerships and continue to explore forms of school leadership conducive to equalizing opportunities in urban schools. Gary Anderson explores these issues in his latest book, "Advocacy Leadership: Toward a Post-Reform Agenda."
Gary Anderson has done several studies using discourse analysis of school and policy texts, national standards and licensure exams for administrators, and media accounts. These studies trace the shifting role of school leaders in the context of “new economy” demands for greater marketization, corporatization and the increasing privatization of public schooling and the public sphere in general.
Gary Anderson is highly notable for his fundamental works "Studying Your Own School: An Educator’s Guide to Qualitative, Practitioner Research", "Democratic Principals in Action: Eight Pioneers", "The Micropolitics of Educational Leadership: From Control to Empowerment", and "Speaking the Unpleasant: The Politics of Nonengagement in Multicultural Education."
Quotations: "My scholarship in the field of educational administration is informed by several years as a teacher and administrator in alternative educational programs in Harlem and the South Bronx in New York City during the 1970s. As part of a broad social movement to bring greater justice to American social institutions, I have retained an approach to scholarship that aims at contributing to social change, rather than to an imagined scientific community. My early work as a teacher and administrator, as well as my scholarship, is informed by critical theory, feminist theory, and community organizing. More recently, I have developed an argument for investigating educational administration as a disciplinary practice, following the work of Michel Foucault. This argument appears in an article (coauthored with Jaime Grinberg) titled ‘Power, Discourse, and Method in Educational Administration: Appropriating Foucault’ published in a special edition of Educational Administration Quarterly. I also continue to maintain strong relationships with educational researchers in Latin America. I recently edited and translated (with Martha Montero-Sieburth) the first collection of Latin American qualitative educational research to be published in English.”
On December 18, 1982 Gary Anderson married Kathryn Herr, with whom he has a daughter Maya.
