Abstract
The idea of "inviting school success" began and developed through critical and imaginative acts. Dissatisfaction with conceptualizations of school practices that negated the heart of the educative process, led to the development of an alternative framework that was more sensitive to the perceptual realities and ethical responsibilities of participants in the educative process. Imaginative invitational thinkers asked such questions as: What if we used a metaphor of "doing with" rather than "doing to" as a framework for looking at the teacher- student relationship? What if we focused on the invitational qualities of the messages intended, extended, received, and acted upon in school settings? What if we tried to make schools "the most inviting place in town?" What if we formed a network of educators who were sympathetic to these ideas? With this imaginative inception, texts have been written (Novak, 1992; Purkey, 1978; Purkey & Novak, 1984; Purkey & Strahan, 1986; Purkey & Schmidt, 1987; Purkey & Novak, 1988; Purkey & Stanley, 1991; Wilson, 1986), an International Alliance for Invitational Education has been formed, and a conceptual model (Purkey and Schmidt, 1987) has been developed. Thus, educators seeking to promote inviting practices have ample resources.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call