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Culturally Responsive and Socially Just Leadership in by Ann E. Lopez

By Ann E. Lopez

This booklet bargains conceivable frameworks and thought that faculty leaders can use to lead their paintings and interact in serious mirrored image. Lopez reconceptualises scholar engagement from an fairness and variety standpoint and appears at ways in which leaders will be supported on their trip via collaborative mentorship, whereas bridging the speculation to perform gap.

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Extra resources for Culturally Responsive and Socially Just Leadership in Diverse Contexts: From Theory to Action

Example text

In Ontario, Canada, we have had our experiences in the nineties with the election of a Conservative government in the 1990’s that called for educational reforms including teacher testing and funding based on balancing the budget instead of the needs of students. Under the slogan of a “common sense revolution” the Conservative government at the time restructured education in Ontario and many of the programs that worked toward equity and social justice were severely cut back or terminated, and racial, gender, and cultural minorities found themselves on the receiving end of the conservative agenda (Dehli, 1996).

School leaders, whose narratives and experiences inform this book, highlight the resistance that they experienced in schools, from teachers suggesting that there is no need to focus on diversity as everyone is “equal” to outright lack of cooperation. The kind of leadership that is needed to bring about deep, lasting, and sustained change in the lives of students who have been traditionally underserved and who underachieve in schools must be dauntless in the face of resistance. Society as a whole will benefit from an improved educational system.

What are the kinds of support and resoiurces that I might need?  Jean-Marie and Normore (2010) suggest that it is important for educators to tease out the work involved in a critical model of leadership so that others can learn from it. Leadership that is critical must break away from the discourse of standardization that is taking over the educational discourse in the USA and elsewhere. Some suggest that standardization will improve the quality of education even though research shows the contrary.

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