Pub Date : 2021-02-18DOI: 10.1177/1052684621994474
E. Cartagena, C. Slater
Leadership is a critical component of creating and sustaining a school culture that promotes the inclusion and success of students. The purpose of this study was to examine how school leaders helped to enact and sustain a reformed Advanced Placement (AP) culture designed to increase participation and success of students of color. Building on existing work of transformative leadership, this study describes the experience and challenges of educational leaders in understanding how leadership practices change the AP culture. The case study method examined one mid-sized urban district in Southern California that utilized transformative leadership. The methods included 15 open-ended interviews with educational leaders in a variety of capacities (i.e., district leadership, school administrators, counselors, and teacher leaders). The findings demonstrated critical components leading to deep and meaningful cultural change in AP. The analysis showed leaders in this district, who sought equity, were driven to create meaningful change, and were grounded in the community. Being grounded in the community had a great impact in promoting a transformed culture at the classroom, site, and district level.
{"title":"A District’s Journey of Transformative Leadership: Moving Beyond Open Access to the Improvement, Inclusion, and Success of Students of Color in Advanced Placement","authors":"E. Cartagena, C. Slater","doi":"10.1177/1052684621994474","DOIUrl":"https://doi.org/10.1177/1052684621994474","url":null,"abstract":"Leadership is a critical component of creating and sustaining a school culture that promotes the inclusion and success of students. The purpose of this study was to examine how school leaders helped to enact and sustain a reformed Advanced Placement (AP) culture designed to increase participation and success of students of color. Building on existing work of transformative leadership, this study describes the experience and challenges of educational leaders in understanding how leadership practices change the AP culture. The case study method examined one mid-sized urban district in Southern California that utilized transformative leadership. The methods included 15 open-ended interviews with educational leaders in a variety of capacities (i.e., district leadership, school administrators, counselors, and teacher leaders). The findings demonstrated critical components leading to deep and meaningful cultural change in AP. The analysis showed leaders in this district, who sought equity, were driven to create meaningful change, and were grounded in the community. Being grounded in the community had a great impact in promoting a transformed culture at the classroom, site, and district level.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"12 1","pages":"126 - 147"},"PeriodicalIF":0.0,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89751754","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 : 2021-01-28DOI: 10.1177/1052684621990618
Scott W. T. McNamara, M. Townsley, Kelly Hangauer
Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.
{"title":"School Administrators and Physical Educators: A Scoping Review of Perceptions and Partnerships From 2000 to 2020","authors":"Scott W. T. McNamara, M. Townsley, Kelly Hangauer","doi":"10.1177/1052684621990618","DOIUrl":"https://doi.org/10.1177/1052684621990618","url":null,"abstract":"Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"6 23 1","pages":"186 - 217"},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78508553","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 : 2021-01-01DOI: 10.1177/1052684621992768
DeMarcus A. Jenkins
This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.
{"title":"Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education","authors":"DeMarcus A. Jenkins","doi":"10.1177/1052684621992768","DOIUrl":"https://doi.org/10.1177/1052684621992768","url":null,"abstract":"This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"1 1","pages":"107 - 126"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90349371","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 : 2021-01-01DOI: 10.1177/1052684621993047
Shannon R. Waite
This article examines liberatory pedagogical practices utilized in graduate level courses offered within an educational leadership preparation program (ELPP). The research explores how these tools support the development of culturally responsive school leadership and actively anti-racist leaders in a program purporting to develop social justice-oriented school leaders. The author analyzes data collected from student course evaluations (SCEs) and assignments in courses taught across two years. Findings indicate that students perceived the liberatory pedagogical practices employed within the course to be vital in pushing them towards disrupting the pathologies of racism and anti-Blackness cultivated during their primary through post-secondary schooling experiences. The findings also indicated that students responded positively to the use of liberatory pedagogical practices and frameworks that centered race and explicitly used race language.
{"title":"Disrupting Dysconsciousness: Confronting Anti-Blackness in Educational Leadership Preparation Programs","authors":"Shannon R. Waite","doi":"10.1177/1052684621993047","DOIUrl":"https://doi.org/10.1177/1052684621993047","url":null,"abstract":"This article examines liberatory pedagogical practices utilized in graduate level courses offered within an educational leadership preparation program (ELPP). The research explores how these tools support the development of culturally responsive school leadership and actively anti-racist leaders in a program purporting to develop social justice-oriented school leaders. The author analyzes data collected from student course evaluations (SCEs) and assignments in courses taught across two years. Findings indicate that students perceived the liberatory pedagogical practices employed within the course to be vital in pushing them towards disrupting the pathologies of racism and anti-Blackness cultivated during their primary through post-secondary schooling experiences. The findings also indicated that students responded positively to the use of liberatory pedagogical practices and frameworks that centered race and explicitly used race language.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"73 1","pages":"66 - 84"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86362788","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 : 2021-01-01DOI: 10.1177/1052684621992759
April L. Peters, Angel Miles Nash
The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.
{"title":"I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis","authors":"April L. Peters, Angel Miles Nash","doi":"10.1177/1052684621992759","DOIUrl":"https://doi.org/10.1177/1052684621992759","url":null,"abstract":"The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"10 1","pages":"7 - 28"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85558083","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 : 2021-01-01DOI: 10.1177/1052684621993085
T. Watson, Gwendolyn Baxley
Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.
反黑人是全球性的，存在于社会的各个方面，包括教育。在这篇文章中，我们研究了美国黑人女孩在学校遇到的挑战。在以黑人女性作为母亲、活动家和学校领导角色为中心的精选研究的指导下，我们断言，社会学家帕特里夏·希尔·柯林斯(Patricia Hill Collins)的“母亲工作”概念应该是重构学校领导实践的重要组成部分，有助于学校领导重新思考反黑人、与黑人和黑人少女时代相对立的政策、实践和意识形态。虽然大多数旨在改善黑人儿童上学经历的研究都集中在教师和学校领导(错误)的看法和系统性的种族偏见上，但很少有研究建立在黑人女性学校领导所体现的关怀和功效上。我们认为，黑人妇女代表黑人儿童在教育方面的倡导对学校领导层的文化响应至关重要，学校领导层要与反黑人行为作斗争，尊重黑人女孩。我们总结了对学校领导和那些关心黑人儿童，即黑人女孩教育经历的人的影响。
{"title":"Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork","authors":"T. Watson, Gwendolyn Baxley","doi":"10.1177/1052684621993085","DOIUrl":"https://doi.org/10.1177/1052684621993085","url":null,"abstract":"Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"12 1","pages":"142 - 157"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79193116","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 : 2021-01-01DOI: 10.1177/1052684621993081
Soribel Genao, Gaetane Jean-Marie, Ann Lopez
Don Stuss was one of a kind. As a scientist, he blazed trails in neuropsychology and neuroscience. As a person, he was a great mentor, friend, and bon vivant. The influence of Don’s clinical and theoretical work on pFC and consciousness is evident through the breadth of the contributions to this special issue, ranging across age groups and methodologies, from cognitive-behavioral to multimodal neuroimaging (structural MRI, fMRI, and scalp and intracranial EEG), in neurotypical and clinical populations (attention-deficit/hyperactivity disorder, stroke, tumor, neurodegeneration, and schizophrenia). A common theme that runs through them all is a focus on a clinically informed psychological architecture of the highest forms of human cognition: attending, thinking, decision-making, and cognitive control. Don influenced the field by astute clinical observations of disruptions in these phenomena in patients, and he translated these into testable hypotheses. Don’s vision as a scientific leader was recognized when he was selected to lead the Rotman Research Institute at Baycrest in 1990. The institute grew from a handful of people to a world-leading center for cognitive neuroscience, including neuroimaging and neuroinformatics, which were not part of his primary research methods. Don’s influence reverberates through the hundreds of trainees who have passed through the Rotman Research Institute, many of whom are now leading investigators in their own right. Don’s vision expanded further with his leadership of the Ontario Brain Institute, which became a model worldwide for integrated discovery and clinical informatics. Nomention of Don is complete without acknowledging his humility, generosity, good humor, and friendship. The remembrance by Alexander, Picton, and Shallice (2020) is a fitting introduction to Don’s history as a scientist and as a person (see also Craik & Levine, 2020; Levine & Craik, 2020).
唐·斯塔斯是独一无二的。作为一名科学家，他在神经心理学和神经科学方面开辟了道路。作为一个人，他是一个伟大的导师、朋友和享乐主义者。唐的临床和理论工作对pFC和意识的影响是显而易见的，通过对本期特刊的广泛贡献，涵盖了不同年龄组和方法，从认知-行为到多模态神经成像(结构MRI，功能磁共振成像，头皮和颅内脑电图)，在神经典型和临床人群(注意缺陷/多动障碍，中风，肿瘤，神经变性和精神分裂症)。贯穿它们的一个共同主题是关注临床知情的人类认知最高形式的心理架构:参与、思考、决策和认知控制。唐通过敏锐的临床观察影响了这一领域，他观察到病人身上这些现象的中断，并将其转化为可测试的假设。唐作为科学领导者的愿景在1990年被选为Baycrest的罗特曼研究所(Rotman Research Institute)的领导者时得到了认可。该研究所从少数几个人发展成为世界领先的认知神经科学中心，包括神经成像和神经信息学，这些都不是他的主要研究方法的一部分。唐的影响在罗特曼研究所的数百名学员中回荡，他们中的许多人现在都是自己领域的主要研究人员。唐的视野随着他在安大略脑研究所的领导而进一步扩大，该研究所成为全球综合发现和临床信息学的典范。一提到唐就完全忽略了他的谦逊、慷慨、幽默和友谊。亚历山大，皮克顿和沙利斯(2020)的纪念是对唐作为科学家和个人的历史的恰当介绍(另见Craik & Levine, 2020;Levine & Craik, 2020)。
{"title":"Introduction - Special Issue","authors":"Soribel Genao, Gaetane Jean-Marie, Ann Lopez","doi":"10.1177/1052684621993081","DOIUrl":"https://doi.org/10.1177/1052684621993081","url":null,"abstract":"Don Stuss was one of a kind. As a scientist, he blazed trails in neuropsychology and neuroscience. As a person, he was a great mentor, friend, and bon vivant. The influence of Don’s clinical and theoretical work on pFC and consciousness is evident through the breadth of the contributions to this special issue, ranging across age groups and methodologies, from cognitive-behavioral to multimodal neuroimaging (structural MRI, fMRI, and scalp and intracranial EEG), in neurotypical and clinical populations (attention-deficit/hyperactivity disorder, stroke, tumor, neurodegeneration, and schizophrenia). A common theme that runs through them all is a focus on a clinically informed psychological architecture of the highest forms of human cognition: attending, thinking, decision-making, and cognitive control. Don influenced the field by astute clinical observations of disruptions in these phenomena in patients, and he translated these into testable hypotheses. Don’s vision as a scientific leader was recognized when he was selected to lead the Rotman Research Institute at Baycrest in 1990. The institute grew from a handful of people to a world-leading center for cognitive neuroscience, including neuroimaging and neuroinformatics, which were not part of his primary research methods. Don’s influence reverberates through the hundreds of trainees who have passed through the Rotman Research Institute, many of whom are now leading investigators in their own right. Don’s vision expanded further with his leadership of the Ontario Brain Institute, which became a model worldwide for integrated discovery and clinical informatics. Nomention of Don is complete without acknowledging his humility, generosity, good humor, and friendship. The remembrance by Alexander, Picton, and Shallice (2020) is a fitting introduction to Don’s history as a scientist and as a person (see also Craik & Levine, 2020; Levine & Craik, 2020).","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"29 1","pages":"3 - 6"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89863282","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 : 2021-01-01DOI: 10.1177/1052684621993115
Ann E. Lopez, Gaetane Jean-Marie
Anti-Black racism and White supremacy continue to have dire impact on the lives and educational outcomes of Black people and students in educational spaces. Examining ways in which this form of racism is disrupted, confronted, and challenged in education and schooling is important not only to Black students, scholars, practitioners, and staff, but to all People of Color. Drawing on research conducted with educators in, Canada, the United States and our lived experiences as Black educators this article examines how antiblackness and anti-Black racism is manifested in schooling spaces through teaching, learning, and leadership, and offers actions that educators can take in everyday practice to confront and disrupt. In so doing connect theory to practice, and offer possibilities that school leaders and others can act on.
{"title":"Challenging Anti-Black Racism in Everyday Teaching, Learning, and Leading: From Theory to Practice","authors":"Ann E. Lopez, Gaetane Jean-Marie","doi":"10.1177/1052684621993115","DOIUrl":"https://doi.org/10.1177/1052684621993115","url":null,"abstract":"Anti-Black racism and White supremacy continue to have dire impact on the lives and educational outcomes of Black people and students in educational spaces. Examining ways in which this form of racism is disrupted, confronted, and challenged in education and schooling is important not only to Black students, scholars, practitioners, and staff, but to all People of Color. Drawing on research conducted with educators in, Canada, the United States and our lived experiences as Black educators this article examines how antiblackness and anti-Black racism is manifested in schooling spaces through teaching, learning, and leadership, and offers actions that educators can take in everyday practice to confront and disrupt. In so doing connect theory to practice, and offer possibilities that school leaders and others can act on.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"59 1","pages":"50 - 65"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74351200","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 : 2021-01-01DOI: 10.1177/1052684621993046
Soribel Genao, Yaribel Mercedes
In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or one mic of knowledge to increase anti-racist dispositions. Considering the lexicon of whiteness as an assemblage, a racial discourse should be “supported by material practices and institutions,” that prepare educational leaders to examine anti-blackness curriculum that have been embedded as a standard method. We also posit that theoretical understanding of racism as global whiteness from a post-oppositional lens and decoloniality that will challenge the way racism is currently referenced in educational leadership scholarship. Moreover, current global and decolonial research gives way for a new vision of solidarity by humanizing scholarly resistance that cultivates a vision of community that regards differences of knowledge across groups and investigates racist policies and practices in educational leadership programs.
{"title":"All We Need Is One Mic: A Call for Anti-racist Solidarity to Deconstruct Anti-Black Racism in Educational Leadership","authors":"Soribel Genao, Yaribel Mercedes","doi":"10.1177/1052684621993046","DOIUrl":"https://doi.org/10.1177/1052684621993046","url":null,"abstract":"In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or one mic of knowledge to increase anti-racist dispositions. Considering the lexicon of whiteness as an assemblage, a racial discourse should be “supported by material practices and institutions,” that prepare educational leaders to examine anti-blackness curriculum that have been embedded as a standard method. We also posit that theoretical understanding of racism as global whiteness from a post-oppositional lens and decoloniality that will challenge the way racism is currently referenced in educational leadership scholarship. Moreover, current global and decolonial research gives way for a new vision of solidarity by humanizing scholarly resistance that cultivates a vision of community that regards differences of knowledge across groups and investigates racist policies and practices in educational leadership programs.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"12 1","pages":"127 - 141"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82219975","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 : 2021-01-01DOI: 10.1177/1052684621992760
James C. Bridgeforth
Media reports have detailed the growing prevalence of incidents of racism and racial violence in K-12 schools and districts throughout the United States. The public nature of these incidents often requires a formal response from school and district leadership in the form of a press release, letter, or public statement. This study is an analysis of 140 press releases, emails, letters, and social media posts that educational leaders made in response to incidents of anti-Black racial violence occurring between 2014 and 2019. Using critical discourse analysis, the author finds that institutional leaders regularly responded to these incidents by prioritizing the reputation of the school or district, rather than the needs of the victims of racial violence. Leaders engaged in the organizational practice of institutional boundary making by positioning the incidents as unrepresentative of the larger community, instead of acknowledging the structural roots of anti-Blackness within their communities. Due to the endemic nature of anti-Black racism, the author argues that educational leaders must acknowledge the predictable nature of these incidents and proactively prepare to respond swiftly and decisively. Leaders’ responses should be meaningful, action-oriented, and equity-minded, ultimately leading to organizational transformation, rather than simply protecting the image of the schools and districts that they lead.
{"title":"“This Isn’t Who We Are”: A Critical Discourse Analysis of School and District Leaders’ Responses to Racial Violence","authors":"James C. Bridgeforth","doi":"10.1177/1052684621992760","DOIUrl":"https://doi.org/10.1177/1052684621992760","url":null,"abstract":"Media reports have detailed the growing prevalence of incidents of racism and racial violence in K-12 schools and districts throughout the United States. The public nature of these incidents often requires a formal response from school and district leadership in the form of a press release, letter, or public statement. This study is an analysis of 140 press releases, emails, letters, and social media posts that educational leaders made in response to incidents of anti-Black racial violence occurring between 2014 and 2019. Using critical discourse analysis, the author finds that institutional leaders regularly responded to these incidents by prioritizing the reputation of the school or district, rather than the needs of the victims of racial violence. Leaders engaged in the organizational practice of institutional boundary making by positioning the incidents as unrepresentative of the larger community, instead of acknowledging the structural roots of anti-Blackness within their communities. Due to the endemic nature of anti-Black racism, the author argues that educational leaders must acknowledge the predictable nature of these incidents and proactively prepare to respond swiftly and decisively. Leaders’ responses should be meaningful, action-oriented, and equity-minded, ultimately leading to organizational transformation, rather than simply protecting the image of the schools and districts that they lead.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"133 1","pages":"85 - 106"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82254323","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：