Black School White School

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  • Format: Paperback
  • Copyright: 2012-03-09
  • Publisher: Teachers College Pr

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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.

Author Biography

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
Acknowledgmentsp. xv
Introductionp. 1
Racism and Educational (Mis)Leadership in the United Statesp. 5
Race in the United Statesp. 6
Race and Education in the United Statesp. 7
Mulholland Falls and DuBois High School: A Context to Study Racism and Educational Leadershipp. 12
From Social Justice to Racism
Distributed Leadership for Social Justicep. 17
School Leadership: A Distributed Perspectivep. 18
Leadership for Social Justice: From Abstract Ideals to Everyday Practicep. 21
Leaders as Transformational Public Intellectualsp. 21
Leadership for Bridging and Connecting Peoplep. 22
School Leaders as Critical Activistsp. 23
Transformational Public Intellectualism, Stretched Across a Schoolp. 24
Distributed Anti-Intellectualism versus Liberation Leadershipp. 24
International Baccalaureate Program: One Subcommunity of Scholars for Social Justicep. 26
Black Leaders as Transformational Public Intellectualsp. 27
Bridgework as Distributed Leadership for Social Justicep. 28
Communication and Awareness: Critical Aspects of Bridgeworkp. 28
Building Bridges for Social Justice: Individual and Institutional Leadershipp. 29
Distributed Critical Activismp. 30
Distributed Constientizac„op. 30
Soft Revolutions and Hard Revolutions: Activists Taking a Stand in Different Waysp. 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 Schoolp. 37
School Leadership as a Racial Moietyp. 38
Black Leadership Subculture at DuBois High Schoolp. 40
White Leadership Subculture at DuBois High Schoolp. 42
Dual Culture Interaction at DuBois High Schoolp. 45
Racism and Educational Misleadership
Honky Leadership: White Teacher in a Black Schoolp. 51
The Black Leadership Experience: Living the Dream or Expelled to Excel?p. 61
Paul Alphonse, Guidance Counselorp. 61
Myra Watkins-Glenn, Social Studies Teacherp. 64
DeShawn Mooney, English Teacherp. 68
Paul Regis, Science Teacherp. 70
Good Teachers Are More Than Good Teachersp. 71
That Program Ain't Never Done a Thing for Black Kids … or Has It?p. 73
The Silent Language of Racismp. 89
The Silent Languagep. 89
Interactionp. 91
Associationp. 93
Subsistencep. 94
Sexualityp. 95
Territorialityp. 95
Temporalityp. 96
Learningp. 97
Playp. 98
Defensep. 99
Conclusionp. 99
Educational Misleadershipp. 101
Incompetencep. 101
Indifference and Apathyp. 104
Avoidancep. 106
Unethical Behaviorp. 107
Lessons Learned and Possibilities for the Future
Moving Toward a New Educational Leadershipp. 115
Racism Influences Leadership Practicep. 115
Conclusionp. 124
Afterword: The Myth of a Post-Racial Society-A Conversation with Bill Ayersp. 125
Methodological Appendixp. 137
Research Designp. 137
Data Collectionp. 137
Data Analysisp. 138
Validityp. 138
Referencesp. 141
Indexp. 149
About the Authorp. 155
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