Susan L. Mann – författare

Gender and sexuality have been neglected topics in the history of Chinese civilization, despite the fact that there is a massive amount of historical evidence on the subject. China's late imperial government was arguably more concerned about gender and sexuality among its subjects than any other pre-modern state. How did these and other late imperial legacies shape twentieth-century notions of gender and sexuality in modern China? Susan Mann answers this by focusing on state policy, ideas about the physical body and notions of sexuality and difference in China's recent history, from medicine to the theater to the gay bars; from law to art and sports. More broadly, the book shows how changes in attitudes toward sex and gender in China during the twentieth century have cast a new light on the process of becoming modern, while simultaneously challenging the universalizing assumptions of Western modernity.

Gender and sexuality have been neglected topics in the history of Chinese civilization, despite the fact that there is a massive amount of historical evidence on the subject. China's late imperial government was arguably more concerned about gender and sexuality among its subjects than any other pre-modern state. How did these and other late imperial legacies shape twentieth-century notions of gender and sexuality in modern China? Susan Mann answers this by focusing on state policy, ideas about the physical body and notions of sexuality and difference in China's recent history, from medicine to the theater to the gay bars; from law to art and sports. More broadly, the book shows how changes in attitudes toward sex and gender in China during the twentieth century have cast a new light on the process of becoming modern, while simultaneously challenging the universalizing assumptions of Western modernity.

In this updated 2nd edition, the authors created a blueprint for educational leaders to arrive at an understanding of the complexity of shared leadership for achieving reflective school improvement. The dispositions for leadership success are embedded in the Professional Standards for Educational Leaders (PSEL, 2015) created by the National Policy Board for Educational Administration (NPBEA) and the NELP standards (2018) created by a committee for National Educational Leadership Preparation approved by the Council for the Accreditation of Educator Preparation (CAEP). The NELP and PSEL standards are aligned to provide specificity around performance expectations for beginning level and district leaders. To support these key standards Transforming Professional Practice: A Framework for Effective Leadership 2nd Editionadvances the educational conversation by its keen focus on effective professional growth and development. This framework recognizes that the uniqueness of school leadership, whether at the central office level, school building level or department level, is dependent upon effective leaders who are self-reflective and developmentally attuned to professional growth opportunities.

In this updated 2nd edition, the authors created a blueprint for educational leaders to arrive at an understanding of the complexity of shared leadership for achieving reflective school improvement. The dispositions for leadership success are embedded in the Professional Standards for Educational Leaders (PSEL, 2015) created by the National Policy Board for Educational Administration (NPBEA) and the NELP standards (2018) created by a committee for National Educational Leadership Preparation approved by the Council for the Accreditation of Educator Preparation (CAEP). The NELP and PSEL standards are aligned to provide specificity around performance expectations for beginning level and district leaders. To support these key standards Transforming Professional Practice: A Framework for Effective Leadership 2nd Editionadvances the educational conversation by its keen focus on effective professional growth and development. This framework recognizes that the uniqueness of school leadership, whether at the central office level, school building level or department level, is dependent upon effective leaders who are self-reflective and developmentally attuned to professional growth opportunities.