Pub Date : 2024-07-27DOI: 10.1177/15554589241265324
Érica Fernández, Bryan J. Duarte
In this case narrative, we introduce readers to Carmén, a newly appointed Queer Latina principal. Faced with bureaucratic responses to proposed anti-critical race theory (CRT) and LGBTQ+ legislation, Carmén is forced to contend with teacher and district responses and concerns. The case narrative is divided into three events, each requiring readers to unpack the tensions and nuances presented by Carmén’s intersectional and professional identities. In addition, the case narrative creates space to imagine a policy response that resists anti-CRT/LGBTQ+ attacks. Through Carmén, we encourage aspiring leaders to (re)imagine schools and classrooms as humanizing, liberatory, and CRT/LGBTQ+ centered spaces.
{"title":"“What the F Am I Supposed to Do in This Position?”: (Re)imagining Leadership Responses to “Divisive Concepts”","authors":"Érica Fernández, Bryan J. Duarte","doi":"10.1177/15554589241265324","DOIUrl":"https://doi.org/10.1177/15554589241265324","url":null,"abstract":"In this case narrative, we introduce readers to Carmén, a newly appointed Queer Latina principal. Faced with bureaucratic responses to proposed anti-critical race theory (CRT) and LGBTQ+ legislation, Carmén is forced to contend with teacher and district responses and concerns. The case narrative is divided into three events, each requiring readers to unpack the tensions and nuances presented by Carmén’s intersectional and professional identities. In addition, the case narrative creates space to imagine a policy response that resists anti-CRT/LGBTQ+ attacks. Through Carmén, we encourage aspiring leaders to (re)imagine schools and classrooms as humanizing, liberatory, and CRT/LGBTQ+ centered spaces.","PeriodicalId":508438,"journal":{"name":"Journal of Cases in Educational Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/15554589241262778
James C. Coviello
Those tasked with leading large school districts direct incredibly complex organizations in what are often contentious political and social contexts, with powerful stakeholder groups espousing conflicting policy priorities. Because of their high-profile positions, superintendents often face uniquely persistent and powerful resistance and must navigate this complex decision- and policy-making atmosphere in order to effectively promote durable, long-term equitable change. This case provides useful lessons on advocating for equity from the superintendency and provides space for reflection on the practical implications of leading for equity in a dynamic and potentially fraught leadership environment.
{"title":"The Problem of Pragmatism: Local Politics and Leading for Equity From the Superintendency","authors":"James C. Coviello","doi":"10.1177/15554589241262778","DOIUrl":"https://doi.org/10.1177/15554589241262778","url":null,"abstract":"Those tasked with leading large school districts direct incredibly complex organizations in what are often contentious political and social contexts, with powerful stakeholder groups espousing conflicting policy priorities. Because of their high-profile positions, superintendents often face uniquely persistent and powerful resistance and must navigate this complex decision- and policy-making atmosphere in order to effectively promote durable, long-term equitable change. This case provides useful lessons on advocating for equity from the superintendency and provides space for reflection on the practical implications of leading for equity in a dynamic and potentially fraught leadership environment.","PeriodicalId":508438,"journal":{"name":"Journal of Cases in Educational Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-12DOI: 10.1177/15554589241259407
Kelly Long
This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges.
{"title":"Teaching Students About Race and Racism: Navigating Dimensions of Political Ideology","authors":"Kelly Long","doi":"10.1177/15554589241259407","DOIUrl":"https://doi.org/10.1177/15554589241259407","url":null,"abstract":"This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges.","PeriodicalId":508438,"journal":{"name":"Journal of Cases in Educational Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141354279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.1177/15554589231221113
Dionne L. Davis, Melissa A. Martinez, Rosa M. Peña
The purpose of this case is to illuminate the nuances of one of the most important roles on a school campus—the role of the assistant principal; with a focus on Black, Indigenous, People of Color (BIPOC) women assistant principals. This case is for educational leaders interested in understanding the power dynamics between an assistant principal and multiple stakeholders, the nuances of the role of assistant principal, creating opportunities for networking and professional development, and viewing the assistant principal as an asset and integral part of the success of the school. These efforts and others are necessary to ensure the retention of BIPOC women serving as assistant principals.
{"title":"Navigating Quandaries and Hard Places: The Impact of Leadership Dynamics on the Career Paths of Three BIPOC Women Assistant Principals","authors":"Dionne L. Davis, Melissa A. Martinez, Rosa M. Peña","doi":"10.1177/15554589231221113","DOIUrl":"https://doi.org/10.1177/15554589231221113","url":null,"abstract":"The purpose of this case is to illuminate the nuances of one of the most important roles on a school campus—the role of the assistant principal; with a focus on Black, Indigenous, People of Color (BIPOC) women assistant principals. This case is for educational leaders interested in understanding the power dynamics between an assistant principal and multiple stakeholders, the nuances of the role of assistant principal, creating opportunities for networking and professional development, and viewing the assistant principal as an asset and integral part of the success of the school. These efforts and others are necessary to ensure the retention of BIPOC women serving as assistant principals.","PeriodicalId":508438,"journal":{"name":"Journal of Cases in Educational Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-18DOI: 10.1177/15554589231208942
E. Saclarides
This case explores Coach Rosa’s efforts to gain access to teachers’ classrooms to support teaching and learning. As Rosa demonstrates, working to gain access is a complex coaching practice and coaches cannot assume that their classroom access at any school is universal. School leaders, including district administrators, principals, coaches, and teacher leaders, using this case will learn about the wide range of access-granting strategies Rosa strategically leveraged to support her classroom entry for coaching work. Furthermore, school leaders will have the opportunity to reflect upon their own classroom access for coaching work and consider which access-granting strategies may enhance their access.
{"title":"Let Me in, Let Me in!: One Coach’s Efforts to Gain Access to Teachers’ Classrooms","authors":"E. Saclarides","doi":"10.1177/15554589231208942","DOIUrl":"https://doi.org/10.1177/15554589231208942","url":null,"abstract":"This case explores Coach Rosa’s efforts to gain access to teachers’ classrooms to support teaching and learning. As Rosa demonstrates, working to gain access is a complex coaching practice and coaches cannot assume that their classroom access at any school is universal. School leaders, including district administrators, principals, coaches, and teacher leaders, using this case will learn about the wide range of access-granting strategies Rosa strategically leveraged to support her classroom entry for coaching work. Furthermore, school leaders will have the opportunity to reflect upon their own classroom access for coaching work and consider which access-granting strategies may enhance their access.","PeriodicalId":508438,"journal":{"name":"Journal of Cases in Educational Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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