Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.

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Straddling Cultures, Identities, and Inconsistencies: Voices of Pre-Tenure Faculty of Color in Educational Leadership

Journal of Research on Leadership Education ◽

10.1177/1942775115606177 ◽

2015 ◽

Vol 12 (2) ◽

pp. 122-142 ◽

Cited By ~ 7

Author(s):

Melissa A. Martinez ◽

Anjalé D. Welton

Keyword(s):

Educational Leadership ◽

Predominantly White ◽

Culturally Responsive ◽

Leadership Preparation ◽

The United States ◽

Faculty Of Color ◽

Cultural Identities ◽

Double Consciousness ◽

Hybrid Identity ◽

Educational Leadership Preparation

Drawing on the notions of biculturalism, or double consciousness, and hybridity, this qualitative study explored how 12 pre-tenure faculty of color (FOC) in the field of educational leadership working at universities in the United States negotiated their self-identified cultural identities within their predominantly White departments. Results indicated that participants were more bicultural in nature than they were in self-authoring a new hybrid identity. Nonetheless, bicultural skills equipped FOC with a better sense of how to help their departments critically examine and move beyond White-dominant notions of educational leadership preparation to more culturally responsive approaches.

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Activism in Practice: The Influence of a Rural School Leader’s Beliefs and Practices in Disrupting Historical Patterns of Underachievement in Traditionally Marginalized Students

Impacting Education Journal on Transforming Professional Practice ◽

10.5195/ie.2020.134 ◽

2020 ◽

Vol 5 (2) ◽

pp. 33-42

Author(s):

Kristina A. Hesbol ◽

Jennifer Sparkman Bartee ◽

Fayaz Amiri

Keyword(s):

Learning Outcomes ◽

Culturally Responsive ◽

Comparative Method ◽

Research Question ◽

Educational Leaders ◽

The United States ◽

Rural School ◽

High Poverty ◽

Marginalized Students ◽

Beliefs And Practices

Despite the fact that rural communities across the United States are rapidly diversifying (Fusarelli & Militello, 2012), little research has examined the beliefs and practices of successful rural educational leaders, specifically in high poverty schools and districts where traditionally marginalized students demonstrate improving learning outcomes. The purpose of this study was to examine the beliefs and practices of a rural educational leader whose school or district met established study criteria for a high poverty, high performing school, in which traditionally marginalized students demonstrate increasingly productive learning outcomes. Interviews with the leader were conducted, and the data were coded and analyzed using a constant comparative method (Lincoln & Guba, 1985).The following research question guided the study:What impact do the beliefs and practices of a rural school district leader have on the learning outcomes of traditionally marginalized students in the Rocky Mountain West?The findings from this study contribute to the paucity of research on culturally responsive rural superintendent-principals. Identifying the rural leader’s beliefs and practices provides support for educational leaders who serve in that uniquely rural dual role, about which very little has been written. It informs leadership preparation programs, graduate students, researchers, and policy makers about the need for nuanced culturally responsive training for rural educational leaders.

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Literacy and Early Childhood

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch050 ◽

2019 ◽

pp. 1011-1027

Author(s):

Katia González ◽

Rhoda Frumkin

Keyword(s):

Early Childhood ◽

Intercultural Communication ◽

Culturally Responsive ◽

Literacy Learning ◽

The United States ◽

After School ◽

Culturally Responsive Practices ◽

After School Program ◽

Group Sharing ◽

The Impact

In this chapter, the authors explore the components needed for a culturally responsive workshop specifically tailored to meet the needs of Mexican mothers participating in an early childhood literacy learning after school program in the United States. The impact of visualization, use of videos, and small and large group sharing of perspectives is discussed. In addition, authors provide opportunities for readers to reflect upon the impact of culturally responsive practices and intercultural communication.

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Roll of Thunder, Hear My Cry

Fostering Collaborations Between African American Communities and Educational Institutions - Advances in Religious and Cultural Studies ◽

10.4018/978-1-7998-1181-7.ch005 ◽

2020 ◽

pp. 78-111

Author(s):

Andrea N. Smith

Keyword(s):

African American ◽

Charter Schools ◽

African American Students ◽

Culturally Responsive ◽

The United States ◽

Educational Institutions ◽

Failing Schools ◽

Culturally Responsive Practices ◽

American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

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Modeling a Culturally Responsive Mindset

Advances in Early Childhood and K-12 Education - Designing Culturally Competent Programming for PK-20 Classrooms ◽

10.4018/978-1-7998-3652-0.ch009 ◽

2021 ◽

pp. 158-179

Author(s):

Yolanda L. Dunston ◽

Patience N. Jones

Keyword(s):

Beginning Teachers ◽

Culturally Responsive ◽

The United States ◽

Success For All ◽

Whole Child ◽

Preparation Programs ◽

Culturally Responsive Practices ◽

School Year ◽

Positive School Culture ◽

Classroom Communities

To address the rapidly changing cultural demographic of the United States, educator preparation programs must guide future teachers to create welcoming and equitable classroom communities that establish diverse cultural contexts as the norm and address culture not as an add-on but infused in natural, authentic ways throughout the school year. This chapter provides a rationale for implementing culturally responsive pedagogy by addressing the concept of cultural competence and then offering strategies for creating a welcoming classroom that recognizes and values the whole child and creates an overall positive school culture that promotes inclusion and fosters success for all. Moreover, the chapter addresses the importance of modeling dispositions at the EPP level for normalizing culturally responsive practices so that preservice and beginning teachers will naturally and routinely recognize and employ strategies that make all students feel seen, embraced, and worthy.

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The Politics of Anti-Immigration Discourse and Opportunities for Educational Leadership

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.724 ◽

2020 ◽

Author(s):

Randall Clemens ◽

Autumn Tooms Cyprès

Keyword(s):

United States ◽

Educational Leadership ◽

Republican Party ◽

Immigrant Students ◽

Educational Leaders ◽

The United States ◽

Hate Crimes ◽

Presidential Campaign ◽

Educational Settings ◽

Donald Trump

Words have power: power to unite, to inspire, to divide, to harm. Politicians have long used persuasive language and rhetoric to mobilize constituents and to influence policy discussions. Throughout the 2016 presidential campaign, Republican Party nominee Donald Trump, capitalizing on his reputation for blunt and brash comments, created a political brand based on unedited statements and sweeping promises. He vowed to “Make America Great Again.” It stirred, galvanized, and emboldened supporters. For many, however, the candidate’s divisive discourse invoked legacies of marginalization and exclusion. Across educational settings, Trump’s language reverberated. Campaign promises left many unsure about the future of immigrants in the United States. After the election, anti-immigrant discourse continued and hate crimes spiked. The events required educational leaders to respond to support and empower immigrant students. They highlighted the need for leaders to create communities that maintain democratic ideals and ensure inclusivity and belonging for all stakeholders.

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Roll of Thunder, Hear My Cry

Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination ◽

10.4018/978-1-7998-8547-4.ch037 ◽

2021 ◽

pp. 781-806

Author(s):

Andrea N. Smith

Keyword(s):

African American ◽

Charter Schools ◽

African American Students ◽

Culturally Responsive ◽

The United States ◽

Educational Institutions ◽

Failing Schools ◽

Culturally Responsive Practices ◽

American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

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Transformative Critical Leadership in Action: Re-visioning an Equity Agenda to Address the Community College Achievement Gap

Journal of Transformative Leadership & Policy Studies ◽

10.36851/jtlps.v2i1.454 ◽

2010 ◽

Vol 2 (1) ◽

pp. 15-24 ◽

Cited By ~ 1

Author(s):

Lorri J. Santamaría

Keyword(s):

Community College ◽

Achievement Gap ◽

Educational Leaders ◽

Transformative Leadership ◽

Policy Implications ◽

College Level ◽

Community Members ◽

Academic Achievement Gap ◽

Leadership Practice ◽

Critical Leadership

This conceptual article summarizes the call for transformative critical leadership in education and provides an overview of the equity agenda in response to the identified academic achievement gap in community colleges nationwide. It offers educational leaders in higher education applied and feasible strategies for increasing critical communication with educators, community members, and stakeholders interested in re-visioning core tenants of equity agendas at the community college level. The chapter also suggests the consideration of critical leadership as an emergent type of transformative leadership practice involving the facilitation of crucial conversations to incite change as well as policy implications.

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Teaching in a global society: Considerations for university-based educational leadership

Journal of Global Education and Research ◽

10.5038/2577-509x.5.1.1027 ◽

2021 ◽

Vol 5 (1) ◽

pp. 96-110

Author(s):

Penny L. Tenuto

Keyword(s):

Adult Learning ◽

Learning Communities ◽

Culturally Responsive ◽

Educational Leaders ◽

Learning Theories ◽

Global Society ◽

Face To Face ◽

Culturally Responsive Practices ◽

Adult Learning Theories ◽

Faculty And Administrators

Those who work in university-based programs are in a unique position to positively influence teaching, leading, and learning in the 21st century—whether in traditional face-to-face classrooms or online. To ensure culturally responsive practices, postsecondary faculty and administrators must be proactive about critically reflecting on their own professional praxes related to adult learning. This paper offers a mini-review of concepts derived from the literature for promoting inclusive postsecondary learning communities in a diverse and global society. This conceptually based paper blends current practices with traditional adult learning theories and includes considerations for those who work in university-based programs that prepare educational leaders.

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