Pub Date : 2021-11-06DOI: 10.1177/0013161X211054835
Ethan Chang, R. Glass
Purpose: This paper conceptualizes a just leadership learning ecology through an analysis of one nontraditional site of leadership preparation: the Highlander Research and Education Center (originally founded as the Highlander Folk School). Methodology: Drawing on cultural historical activity theory (CHAT) and institutional theory (IT), we examine the core design and pedagogy of Highlander, which co-founder, Myles Horton, referred to as the “Highlander idea.” Findings: We illustrate how a residential learning and living environment, norms of epistemic humility and democratic decision making, and horizontal teaching and learning roles fostered social justice leadership. This just leadership learning ecology reflected institutions present at the time of Highlander's founding, including cultural scripts rooted in prophetic Christianity, class consciousness, and unfolding social movements in Appalachia and the South. Implications: Our analysis of Highlander extends recent efforts to re-envision the how and who of leadership preparation and addresses the observed lack of coherence within this subfield.
{"title":"Toward a Just Leadership Learning Ecology: A CHAT-IT Analysis of the Highlander Idea","authors":"Ethan Chang, R. Glass","doi":"10.1177/0013161X211054835","DOIUrl":"https://doi.org/10.1177/0013161X211054835","url":null,"abstract":"Purpose: This paper conceptualizes a just leadership learning ecology through an analysis of one nontraditional site of leadership preparation: the Highlander Research and Education Center (originally founded as the Highlander Folk School). Methodology: Drawing on cultural historical activity theory (CHAT) and institutional theory (IT), we examine the core design and pedagogy of Highlander, which co-founder, Myles Horton, referred to as the “Highlander idea.” Findings: We illustrate how a residential learning and living environment, norms of epistemic humility and democratic decision making, and horizontal teaching and learning roles fostered social justice leadership. This just leadership learning ecology reflected institutions present at the time of Highlander's founding, including cultural scripts rooted in prophetic Christianity, class consciousness, and unfolding social movements in Appalachia and the South. Implications: Our analysis of Highlander extends recent efforts to re-envision the how and who of leadership preparation and addresses the observed lack of coherence within this subfield.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"419 - 449"},"PeriodicalIF":3.3,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-06DOI: 10.1177/0013161X211052510
Mark R. Emerick
Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.
{"title":"Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education","authors":"Mark R. Emerick","doi":"10.1177/0013161X211052510","DOIUrl":"https://doi.org/10.1177/0013161X211052510","url":null,"abstract":"Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"223 - 257"},"PeriodicalIF":3.3,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44047292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1177/0013161X211050926
Jess R. Weiler, Kofi Lomotey
Faculty in practitioner-oriented EdD programs must continually defend the presence of rigor in their programs. The existence of rigor determines the preparedness of our educational leaders to disrupt and transform educational organizations to bring about equitable and socially just outcomes; however, perceptions of rigor by the larger community impact the overall success of these programs and their students. In this conceptual article, we discuss the ways in which the literature defines rigor within and beyond practitioner-oriented EdD programs. We integrate that the literature with the critical need for social justice leadership, and leadership preparation toward that end, to offer a conceptual framework for designing, assessing, improving, communicating, and defending the rigor of EdD programs centered upon social justice. We posit: EdD programs can claim to be rigorous and centered upon social justice if their faculty: (1) collectively envision and construct rigorous student learning outcomes (rigor as a challenge) connected to the learning of critical theory and the demonstration of critical praxis to improve the lives of marginalized/underserved students; and (2) use backward-design to develop and align curriculum and pedagogy with those outcomes, including scholarly learning experiences (rigor in research) and the elicitation of students’ critical thinking (rigor as complexity).
{"title":"Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to Disrupt and Transform Schools","authors":"Jess R. Weiler, Kofi Lomotey","doi":"10.1177/0013161X211050926","DOIUrl":"https://doi.org/10.1177/0013161X211050926","url":null,"abstract":"Faculty in practitioner-oriented EdD programs must continually defend the presence of rigor in their programs. The existence of rigor determines the preparedness of our educational leaders to disrupt and transform educational organizations to bring about equitable and socially just outcomes; however, perceptions of rigor by the larger community impact the overall success of these programs and their students. In this conceptual article, we discuss the ways in which the literature defines rigor within and beyond practitioner-oriented EdD programs. We integrate that the literature with the critical need for social justice leadership, and leadership preparation toward that end, to offer a conceptual framework for designing, assessing, improving, communicating, and defending the rigor of EdD programs centered upon social justice. We posit: EdD programs can claim to be rigorous and centered upon social justice if their faculty: (1) collectively envision and construct rigorous student learning outcomes (rigor as a challenge) connected to the learning of critical theory and the demonstration of critical praxis to improve the lives of marginalized/underserved students; and (2) use backward-design to develop and align curriculum and pedagogy with those outcomes, including scholarly learning experiences (rigor in research) and the elicitation of students’ critical thinking (rigor as complexity).","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"110 - 140"},"PeriodicalIF":3.3,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44370296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-20DOI: 10.1177/0013161X211036079
George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami
Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership by centering Indigenous knowledge systems in the academy as a means to disrupt Euro-colonial hegemonic knowledging. We ask: How do we challenge the “grammar of coloniality” of Western knowledge and affirm the possibilities of a reimagining of “new geographies” and cartographies of knowledge as varied and intersecting ontologies and epistemologies that inform our human condition as “learning experiences, research, and knowledge generation” practices? The paper highlights epistemic possibilities of multicentricity, that is, multiple ways of knowledge as critical to understanding the complete history of ideas and events that have shaped and continue to shape human growth and development. The paper highlights Indigeneity as a salient entry point to producing counter-hegemonic knowing. The paper concludes pointing to implications for educational “re-search” and African educational futurity.
{"title":"Coming to Know and Knowing Differently: Implications of Educational Leadership","authors":"George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami","doi":"10.1177/0013161X211036079","DOIUrl":"https://doi.org/10.1177/0013161X211036079","url":null,"abstract":"Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership by centering Indigenous knowledge systems in the academy as a means to disrupt Euro-colonial hegemonic knowledging. We ask: How do we challenge the “grammar of coloniality” of Western knowledge and affirm the possibilities of a reimagining of “new geographies” and cartographies of knowledge as varied and intersecting ontologies and epistemologies that inform our human condition as “learning experiences, research, and knowledge generation” practices? The paper highlights epistemic possibilities of multicentricity, that is, multiple ways of knowledge as critical to understanding the complete history of ideas and events that have shaped and continue to shape human growth and development. The paper highlights Indigeneity as a salient entry point to producing counter-hegemonic knowing. The paper concludes pointing to implications for educational “re-search” and African educational futurity.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"780 - 809"},"PeriodicalIF":3.3,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44102184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1177/0013161X211047213
Suzan Canlı, H. Demirtaş
Purpose This study aimed to investigate the correlation between social justice leadership levels of school principals and school alienation levels of students in Turkey. Furthermore, it investigated the students’ perceptions about social justice leadership and alienation from school and whether there were significant differences based on gender, socioeconomic status and student grade levels. Research Methods The study sample included 493 high school students assigned with the cluster sampling method. The “Social Justice Leadership Scale” and “Student Alienation Scale” were used in the study to collect the data. Descriptive statistical analysis, t-test, one-way analysis of variance, correlation analysis and multiple linear regression analysis were conducted to analyze the data. Findings It was determined that there were significant differences between student perceptions on school alienation and social justice leadership of school principals based on the school's socioeconomic level, and the student's gender and grade level. There was a significant negative correlation between school alienation and social justice leadership. It was found that social justice leadership was a significant predictor of alienation from school and explained about 23% of the total variance in alienation from school. Implications Based on the study findings, it was concluded that exhibition of social justice leadership behavior by school principals decreased school alienation levels among the students. The level of school alienation of the students attending schools where principals exhibit social justice leadership behavior is expected to be lower.
{"title":"The Correlation between Social Justice Leadership and Student Alienation","authors":"Suzan Canlı, H. Demirtaş","doi":"10.1177/0013161X211047213","DOIUrl":"https://doi.org/10.1177/0013161X211047213","url":null,"abstract":"Purpose This study aimed to investigate the correlation between social justice leadership levels of school principals and school alienation levels of students in Turkey. Furthermore, it investigated the students’ perceptions about social justice leadership and alienation from school and whether there were significant differences based on gender, socioeconomic status and student grade levels. Research Methods The study sample included 493 high school students assigned with the cluster sampling method. The “Social Justice Leadership Scale” and “Student Alienation Scale” were used in the study to collect the data. Descriptive statistical analysis, t-test, one-way analysis of variance, correlation analysis and multiple linear regression analysis were conducted to analyze the data. Findings It was determined that there were significant differences between student perceptions on school alienation and social justice leadership of school principals based on the school's socioeconomic level, and the student's gender and grade level. There was a significant negative correlation between school alienation and social justice leadership. It was found that social justice leadership was a significant predictor of alienation from school and explained about 23% of the total variance in alienation from school. Implications Based on the study findings, it was concluded that exhibition of social justice leadership behavior by school principals decreased school alienation levels among the students. The level of school alienation of the students attending schools where principals exhibit social justice leadership behavior is expected to be lower.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"3 - 42"},"PeriodicalIF":3.3,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41871270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1177/0013161X211045920
A. Pendola, E. Fuller
A growing body of literature has recognized that the rural principalship is generally unique from its urban and suburban counterparts in its roles, demands, and expectations (Hansen, 2018; McHenry-Sorber & Hall, 2018; Preston & Barnes, 2017). Research has shown that rural principals have more fluid role definitions, often work with less professional support, and maintain tight networks within the school and community (Cruzeiro & Boone, 2009; Starr & White, 2008; Wieczorek & Manard, 2018). They also face a broadened set of community expectations, with the principalship viewed as a symbolic vanguard of community identity (Harmon & Schafft, 2009), offering less privacy and requiring more public visibility, sociocultural ‘fit,’ and personal responsibility for school (Barley & Beesley, 2007; Budge, 2006; Starr & White, 2008). Networking, limited budgets, professional development, and accountability mandates all present specific challenges due to geographic isolation, smaller staff, and economies of scale (Hite et al., 2018; Klocko & Justis, 2019;
越来越多的文献已经认识到，农村公国在角色、需求和期望方面通常与城市和郊区公国不同（Hansen，2018；McHenry Sorber和Hall，2018；普雷斯顿和巴恩斯，2017）。研究表明，农村校长的角色定义更具流动性，工作时往往缺乏专业支持，并在学校和社区内保持紧密的网络（Cruzeiro&Boone，2009；Starr和White，2008；Wieczorek和Manard，2018）。他们还面临着一系列更广泛的社区期望，校长职位被视为社区身份的象征性先锋（Harmon&Schafft，2009），提供更少的隐私，需要更多的公众知名度、社会文化“适合”和个人对学校的责任（Barley&Beesley，2007；布奇，2006年；斯塔尔和怀特，2008年）。网络、有限的预算、专业发展和问责授权都因地理隔离、员工人数较少和规模经济而带来了具体挑战（Hite et al.，2018；Klocko&Justis，2019；
{"title":"Homeward Bound? Rural Principal Hiring, Transfer, and Turnover Patterns in Texas","authors":"A. Pendola, E. Fuller","doi":"10.1177/0013161X211045920","DOIUrl":"https://doi.org/10.1177/0013161X211045920","url":null,"abstract":"A growing body of literature has recognized that the rural principalship is generally unique from its urban and suburban counterparts in its roles, demands, and expectations (Hansen, 2018; McHenry-Sorber & Hall, 2018; Preston & Barnes, 2017). Research has shown that rural principals have more fluid role definitions, often work with less professional support, and maintain tight networks within the school and community (Cruzeiro & Boone, 2009; Starr & White, 2008; Wieczorek & Manard, 2018). They also face a broadened set of community expectations, with the principalship viewed as a symbolic vanguard of community identity (Harmon & Schafft, 2009), offering less privacy and requiring more public visibility, sociocultural ‘fit,’ and personal responsibility for school (Barley & Beesley, 2007; Budge, 2006; Starr & White, 2008). Networking, limited budgets, professional development, and accountability mandates all present specific challenges due to geographic isolation, smaller staff, and economies of scale (Hite et al., 2018; Klocko & Justis, 2019;","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"43 - 75"},"PeriodicalIF":3.3,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-16DOI: 10.1177/0013161X211035079
M. Bellibaş, A. Kılınç, Mahmut Polatcan
Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.
{"title":"The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective","authors":"M. Bellibaş, A. Kılınç, Mahmut Polatcan","doi":"10.1177/0013161X211035079","DOIUrl":"https://doi.org/10.1177/0013161X211035079","url":null,"abstract":"Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"776 - 814"},"PeriodicalIF":3.3,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-16DOI: 10.1177/0013161X211034485
Michael A. Szolowicz, R. Aaron Wisman
Purpose: In recent years, a new wave of teacher-led political action has erupted resulting in work stoppages in several states across the United States. This study examines how superintendents navigated this Red for Ed movement in two representative states. Methods: Framed as a multisite, embedded case study, we drew from public documents and semistructured interviews with superintendents. We took a deductive approach to data analysis, seeking analytic generalization to the theoretical frameworks adopted herein. Findings: Red for Ed-motivated teacher job actions did create a political dilemma for superintendents. Superintendents addressed the dilemma by utilizing the roles of business manager, instructional leader, and politician as expressed through symbolic politics including assigning responsibility and vaguely supporting the Red for Ed cause. Superintendent responses are consistent with isomorphic tenants of sociological institutionalism. Implications: Considering the modern superintendency’s political nature, superintendents might benefit from preparation in political strategy and tactics.
{"title":"Red for Ed Teacher Movements: Exploring Roles and Symbols in the Politics of the Superintendency","authors":"Michael A. Szolowicz, R. Aaron Wisman","doi":"10.1177/0013161X211034485","DOIUrl":"https://doi.org/10.1177/0013161X211034485","url":null,"abstract":"Purpose: In recent years, a new wave of teacher-led political action has erupted resulting in work stoppages in several states across the United States. This study examines how superintendents navigated this Red for Ed movement in two representative states. Methods: Framed as a multisite, embedded case study, we drew from public documents and semistructured interviews with superintendents. We took a deductive approach to data analysis, seeking analytic generalization to the theoretical frameworks adopted herein. Findings: Red for Ed-motivated teacher job actions did create a political dilemma for superintendents. Superintendents addressed the dilemma by utilizing the roles of business manager, instructional leader, and politician as expressed through symbolic politics including assigning responsibility and vaguely supporting the Red for Ed cause. Superintendent responses are consistent with isomorphic tenants of sociological institutionalism. Implications: Considering the modern superintendency’s political nature, superintendents might benefit from preparation in political strategy and tactics.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"716 - 746"},"PeriodicalIF":3.3,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48030753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-09DOI: 10.1177/0013161X211026962
Kevin L. Clay, Nora C. R. Broege
Background: Over the past 30 years, much debate has been produced about improving the quality and caliber of curriculum taught to public school students. Less prominent in these discussions has been the content of Black history and culturally relevant curriculum. Many states and districts assume they are adequately including these experiences through theme months (i.e., Black History Month) or single school days dedicated to workshops on diversity and equity. Unlike most states, the State of New Jersey has legislated the inclusion of Black history education through the enactment of the Amistad Legislation. In doing so it stands out among its peers, but has this legislation actually enacted curricular change? Research Design: We engage a decoloniality framework in this exploratory case study of two districts, describing how each is interpreting Amistad, the processes they subsequently implement, the curricular results, and if/how these attempts address dominant Eurocentric frames essential to the project of coloniality. Findings: We find that simply following the legislation itself does not result in a great deal of reform. The districts we profile, rather than follow the vague dictum of Amistad, opt to follow the “spirit” of the law. The result is clear curricular reform and district-level changes. Our cases present interesting points of discussion as they are at two distinct points on the spectrum of implementation—one having already established a well-regarded curriculum, the other in the early stages of reform. Despite this, administrators in each express the value of Amistad for their students, faculty, and communities.
{"title":"Searching for Amistad in Two School Districts: A Case Study of Black History Curriculum Implementation in New Jersey","authors":"Kevin L. Clay, Nora C. R. Broege","doi":"10.1177/0013161X211026962","DOIUrl":"https://doi.org/10.1177/0013161X211026962","url":null,"abstract":"Background: Over the past 30 years, much debate has been produced about improving the quality and caliber of curriculum taught to public school students. Less prominent in these discussions has been the content of Black history and culturally relevant curriculum. Many states and districts assume they are adequately including these experiences through theme months (i.e., Black History Month) or single school days dedicated to workshops on diversity and equity. Unlike most states, the State of New Jersey has legislated the inclusion of Black history education through the enactment of the Amistad Legislation. In doing so it stands out among its peers, but has this legislation actually enacted curricular change? Research Design: We engage a decoloniality framework in this exploratory case study of two districts, describing how each is interpreting Amistad, the processes they subsequently implement, the curricular results, and if/how these attempts address dominant Eurocentric frames essential to the project of coloniality. Findings: We find that simply following the legislation itself does not result in a great deal of reform. The districts we profile, rather than follow the vague dictum of Amistad, opt to follow the “spirit” of the law. The result is clear curricular reform and district-level changes. Our cases present interesting points of discussion as they are at two distinct points on the spectrum of implementation—one having already established a well-regarded curriculum, the other in the early stages of reform. Despite this, administrators in each express the value of Amistad for their students, faculty, and communities.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"718 - 745"},"PeriodicalIF":3.3,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-04DOI: 10.1177/0013161X211033555
Nimo M. Abdi
Purpose: This critical phenomenology study examines the experiences of Somali mothers’ involvement with an urban school in London, United Kingdom. Specifically, the study explores Somali mothers’ experiences and responses in navigating the coloniality of gender discourses imbedded in school structure and culture. The research questions that guided the study concerned the gender-based tools that Somali mothers use to navigate the school structure and culture and how school leaders can recognize and tap into parental knowledge and ways of being to serve these communities. Methods: This study is based on the stories of five Somali immigrant mothers. Data collection included focus groups, field memos, site observations, and school archival data. Data were analyzed through hermeneutic interpretation of whole-part-whole. Findings: Somali mothers use three important elements—identity, resistance, and traditions—to respond to coloniality of gender in school as they negotiate tensions between the Somali conception of motherhood and western notions of gender. The findings emphasize the practices rooted in Indigenous Somali culture and gender roles as assets. Implications: This research argues that the matripotent leadership practices of Somali mothers can inform theory, practice, and policy, as these practices offer a more collective and humanizing approach to leadership centered in ideals connected to a non-Western conception of motherhood, gender, and gender dynamics.
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