“Hold on! I’ll Just Google It!”: Critical Conversations Regarding Dimensions of Diversity in a School Leadership Preparation Program

2018 ◽  
Vol 21 (1) ◽  
pp. 78-99 ◽  
Author(s):  
Christa Boske ◽  
Chinasa Elue
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
Significant Role ◽  
Educational Administration ◽  
Graduate Program ◽  
Leadership Preparation ◽  
Preparation Program ◽  
Graduate Assistants ◽  
K 12 ◽  
Systems Of Domination

This case outlines a dilemma encountered by faculty and graduate assistants in a K-12 educational administration graduate program. The case offers a detailed illustration of tensions arising when faculty were asked to increase “diversity” within their program. Faculty uncover disrupting institutional systems of domination that often play a significant role in understanding how to prepare leaders to serve in authentic and meaningful ways. Implications for the development of social justice–oriented school leaders included an intentional examination of these issues.

Are You Qualified to Be a Member of This “Elite Group”? A School Leadership Preparation Program Examines the Extent “Diverse” Candidates Are Admitted to Graduate School

2017 ◽  
Vol 20 (2) ◽  
pp. 145-162
Author(s):  
Christa Boske ◽  
Chinasa Elue
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
Graduate Program ◽  
Student Diversity ◽  
Elite Group ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
Group A ◽  
K 12 ◽  
Admissions Process

This case outlines a dilemma encountered by faculty in a K-12 educational administration graduate program on the east coast. The case offers a detailed illustration of tensions arising when faculty discuss their graduate admissions process, their role as gatekeepers, understandings of merit, and the need for student diversity. Disrupting institutional systems of domination and faculty reliance on admissions criteria undermine programmatic diversity goals, including the meanings faculty associate with common admissions criteria. Implications include an authentic, holistic, and intentional examination of graduate admissions criteria.

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

White Racism, Antiracism, and School Leadership Preparation

2000 ◽  
Vol 10 (5) ◽  
pp. 374-415 ◽  
Author(s):  
Michelle D. Young ◽  
Julie Laible
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
White Racism ◽  
White School ◽  
Educational Administration Programs ◽  
Administration Programs

This article emerges from a belief that an overwhelming majority of White school leaders do not have a thorough enough understanding of White racism or the ways in which they are perpetuating White racism in their schools, even though most are well-meaning individuals. The lack of understanding or awareness of different forms of racism and how White racism works is highly problematic. Indeed, it has appalling consequences, detrimentally impacting the lives and dreams of millions of children. In this article, we draw from both literature and experience to argue for the incorporation of antiracism in school leadership programs. We begin with the assertion that because Educational Administration programs function as important agents of socialization for our future school leaders, White racism in all its manifestations must be confronted in these programs. After building the case that racism is enacted by teachers and administrators in schools and demonstrating the harmful effects of White racism on both children and adults, we argue that racism is not being adequately addressed in educational administration programs. Subsequently, we offer guidance to our readers for promoting antiracism among future educational leaders.

School Leadership Reforms: Filtering Social Justice through Dominant Discourses

2002 ◽  
Vol 12 (5) ◽  
pp. 480-502 ◽  
Author(s):  
Catherine Marshall ◽  
Martha Mccarthy
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
High Stakes Testing ◽  
Leadership Preparation ◽  
Policy Reforms ◽  
High Stakes ◽  
Equity Issues ◽  
Curricular Practices ◽  
Administrative Licensure ◽  
Budget Shortfalls

Do administrative licensure policy reforms address social justice concerns? By analyzing the policy discourse (in interviews and documents) in Indiana and North Carolina, this article shows that policy actors believe the focus on heightened standards will raise the quality of leadership candidates. In turn, they believe that this focus on quality will address diversity, achievement gaps, and other equity issues. However, they are concerned about whether higher education can and will adequately implement the needed curricular practices. The complexities of administrator shortages, budget shortfalls, and high-stakes testing complicate implementation of reforms in leadership preparation. By focusing on social justice, this analysis reveals ways in which the two states’ policy actions have treated equity and social justice as components of quality.

Black Male School Leaders: Protectors and Defenders of Children, Community, Culture, and Village

2021 ◽  
Vol 31 (1-2) ◽  
pp. 29-49
Author(s):  
Phillip A. Smith
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Civil Rights ◽  
School Leadership ◽  
Black Male ◽  
School Leaders ◽  
Critical Race ◽  
School Activities ◽  
Gendered Identities ◽  
K 12

This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race theory, culturally relevant and responsive leadership, leadership for social justice, and their relationship to and with a theory of Black male school leadership. The qualitative study used survey, phenomenological, and visual elicitation methods to examine the personal and professional experiences, philosophies, and praxis of 14 Black male school leaders. Study findings are presented as an intergenerational dialog with participants, based on their years of leadership experience. These leaders exhibit a liberatory care-based approach to leadership as an expression of social justice advocacy, civil rights activism, community and evidenced action-orientated commitment to a dismantling of structured and systemic forms of racism, anti-Black racism entrenched segregation, and other inequities that discriminate and disproportionately marginalize significant numbers of students and their communities. As captured through the narratives shared, this is evidenced through greater, and positively encouraged, levels of parental and other community member involvement in school activities, as a core aspect of the leadership and decision-making processes. The research expands understanding of paradigms of critical race leadership and disrupts the normative educational leadership that ill-serve significant sections of our student populations and communities.

Curated Conversations

2021 ◽  
pp. 257-275
Author(s):  
Jessica A. Manzone ◽  
Rebecca J. Peeples
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Student Interest ◽  
Transfer Of Knowledge ◽  
Preparation Program ◽  
Professional Educators ◽  
Practical Strategy ◽  
K 12

The transfer of knowledge and skills to the K-12 classroom is a central objective for any teacher preparation program. This chapter highlights how the skill of developing critical conversations around diverse literature can be woven into the coursework of any teacher preparation program. Theories such as Rings of Culture, Authentic Text, and Implicit Learning anchor this chapter. This chapter provides a practical strategy for building the capacity in teacher candidates necessary to transfer the authentic application of diverse literature to promote social justice and action to the K-12 classroom. The authors articulate how the high-leverage practice of developing Curated Conversations can be used to create environments that foster student voice, student choice, and student interest in any classroom. When modeled for teacher candidates, this strategy can become internalized into their practice and promote the development of professional educators committed to social justice and action.

History of Educational Administration in the United Kingdom

2020 ◽  
Author(s):  
Tony Bush
Keyword(s):  
United Kingdom ◽  
Education Reform ◽  
School Leadership ◽  
Educational Administration ◽  
Policy Research ◽  
Leadership Preparation ◽  
School Site ◽  
The United Kingdom ◽  
History Of ◽  
The Government

The study of educational administration in the United Kingdom began in a limited way in the 1970s, but it became much more significant following the 1988 Education Reform Act, which gave substantial powers to principals and school governing bodies. This led the scope of leadership and administration to be greatly expanded to include management of finance, staff, pupil admissions, and the school site as well as their traditional roles as instructional leaders. Provision for public education was disaggregated from 1999, when education devolved to assemblies in Northern Ireland, Scotland, and Wales as part of the government’s devolution agenda. In England, the government established the National College for School Leadership in 2000, which had a major impact on policy, research, and practice for the next decade, before its decline starting in 2013 and its eventual closure in 2016. School leadership preparation is now at a crossroads, within an increasingly fragmented school system and without the national voice that the College provided.

Preparing Administrators for the World of Practice: A Proactive View of Principalship Preparation

1993 ◽  
Vol 3 (1) ◽  
pp. 45-58 ◽  
Author(s):  
James M. Smith
Keyword(s):  
21St Century ◽  
Educational Administration ◽  
Leadership Preparation ◽  
Actual Practice ◽  
General Description ◽  
University Administrators ◽  
Preparation Program ◽  
New Paradigm ◽  
The World

This paper reviews current elements of administrative thought and practice with the expressed intent of providing a comprehensive outline for new programmatic ventures in the field of principalship preparation. In conjunction with this review, a general description of an existing nontraditional leadership preparation program is included. As this research is united with actual practice, it is hoped that university administrators and educational administration faculty will be offered a new paradigm for the preparation of principals for the 21st century.

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