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How do race and race relations influence leadership practice and the education of students? In this timely and provocative book, the author identifies cultural and unstated norms and beliefs around race and race relations, and explores how these dynamics influence the kind of education students receive. Drawing on findings from extensive observations, interviews, and documents, the author reveals that many decisions that should have been based on pedagogy (or what is best for students) were instead inspired by conscious and unconscious racist assumptions, discrimination, and stereotypes. With applicable implications and lessons for all, this book will help schools and leadership programs to take the next step in addressing longstanding and deeply entrenched inequity and inequality in schools.
Jeffrey S. Brooks is associate professor and program coordinator of Educational Administration at Iowa State University, and editor of the Journal of School Leadership.
Table of Contents
|Foreword: Educational Leadership: If∆s Not About Race … Right?||p. xi|
|Racism and Educational (Mis)Leadership in the United States||p. 5|
|Race in the United States||p. 6|
|Race and Education in the United States||p. 7|
|Mulholland Falls and DuBois High School: A Context to Study Racism and Educational Leadership||p. 12|
|From Social Justice to Racism|
|Distributed Leadership for Social Justice||p. 17|
|School Leadership: A Distributed Perspective||p. 18|
|Leadership for Social Justice: From Abstract Ideals to Everyday Practice||p. 21|
|Leaders as Transformational Public Intellectuals||p. 21|
|Leadership for Bridging and Connecting People||p. 22|
|School Leaders as Critical Activists||p. 23|
|Transformational Public Intellectualism, Stretched Across a School||p. 24|
|Distributed Anti-Intellectualism versus Liberation Leadership||p. 24|
|International Baccalaureate Program: One Subcommunity of Scholars for Social Justice||p. 26|
|Black Leaders as Transformational Public Intellectuals||p. 27|
|Bridgework as Distributed Leadership for Social Justice||p. 28|
|Communication and Awareness: Critical Aspects of Bridgework||p. 28|
|Building Bridges for Social Justice: Individual and Institutional Leadership||p. 29|
|Distributed Critical Activism||p. 30|
|Distributed Constientizac„o||p. 30|
|Soft Revolutions and Hard Revolutions: Activists Taking a Stand in Different Ways||p. 32|
|Is Leadership for Social Justice Enough?||p. 32|
|How Can Distributed Leadership for Social Justice Improve Education?||p. 35|
|Black Leadership, White Leadership: Race and Race Relations in an Urban High School||p. 37|
|School Leadership as a Racial Moiety||p. 38|
|Black Leadership Subculture at DuBois High School||p. 40|
|White Leadership Subculture at DuBois High School||p. 42|
|Dual Culture Interaction at DuBois High School||p. 45|
|Racism and Educational Misleadership|
|Honky Leadership: White Teacher in a Black School||p. 51|
|The Black Leadership Experience: Living the Dream or Expelled to Excel?||p. 61|
|Paul Alphonse, Guidance Counselor||p. 61|
|Myra Watkins-Glenn, Social Studies Teacher||p. 64|
|DeShawn Mooney, English Teacher||p. 68|
|Paul Regis, Science Teacher||p. 70|
|Good Teachers Are More Than Good Teachers||p. 71|
|That Program Ain't Never Done a Thing for Black Kids … or Has It?||p. 73|
|The Silent Language of Racism||p. 89|
|The Silent Language||p. 89|
|Educational Misleadership||p. 101|
|Indifference and Apathy||p. 104|
|Unethical Behavior||p. 107|
|Lessons Learned and Possibilities for the Future|
|Moving Toward a New Educational Leadership||p. 115|
|Racism Influences Leadership Practice||p. 115|
|Afterword: The Myth of a Post-Racial Society-A Conversation with Bill Ayers||p. 125|
|Methodological Appendix||p. 137|
|Research Design||p. 137|
|Data Collection||p. 137|
|Data Analysis||p. 138|
|About the Author||p. 155|
|Table of Contents provided by Ingram. All Rights Reserved.|