With the global movement toward a more diverse teacher workforce, researchers and district leaders have strived to reform classrooms into culturally responsive, socially just and equity-minded schools. In this volume, the authors share their narratives of leadership pathways covering topics such as culturally responsive district leadership and the use of "equity audits", retaining BIPOC leaders, meeting the needs of Muslim students in New Zealand, and tribe-school district relations in Oregon. The power of this volume offers lessons learned that are enlightening both to researchers and district leaders alike!
â" Priscilla Wohlstetter, PhD, Teachers College, Columbia University
This collection could not have come at a more useful time. The focus on leadership and equity audits offers practical tools for turning visions of culturally just education into reality. The cross-cultural viewpoint helps readers understand problems and opportunities against a broader canvas.
â" Charles M. Payne, PhD, Rutgers, The State University of New Jersey-Newark
Understanding the lived experiences of educational leaders and their efforts to create socially just schools is essential in our pursuit of equitable education systems. The stories shared in this collection offer timely and deep insights on how to collectively address the many challenges facing schools and the critical need of engaging in equity work.
â" Sarah Diem, PhD, Assistant Professor, Educational Leadership and Policy Analysis, Faculty Affiliate, Harry S. Truman School of Public Affairs, University of Missouri
The volume narrates the experiences and practices of school, district, and state leaders as they seek to not only increase the representation of Black, Indigenous, and educators of Color, but also to disrupt power structures within schools that are designed to reify and serve whiteness. This volume is powerful because most chapters are written or co-written by individuals in on-the-ground leadership positions. These practitioner-scholars voices speak from the everyday experiences of leading for social justice and narrate their individual perspectives while also calling for and describing systems-level change. The narrative-driven approach describes what can be and how to get there; this strong thread ties together the chapters that address distinct dimensions of culturally responsive leadership for social justice.
â" Jessica Rigby, PhD, University of Washington
This volume edited by Smith and Kim presents insights from compelling and credible leaders with lived experience in making educational systems more equitable. Their lessons jump from the page, through both compelling narratives and pragmatic takeaways educational leaders can put into place right away.
â" Kent McIntosh, PhD, Philip H. Knight Chair of Special Education and Director, Educational and Community Supports, University of Oregon; Co-Director, Center on PBIS
This collection of writings doesnât just center equity and inclusion, it names why creating welcoming, safe, and inclusive schools is imperative and then offers practical approaches school leaders can emulate and implement. These stories come from research, practice, and, importantly, lived experience. They paint a picture of the impacts of exclusion and discrimination, and also chart a path for correction applicable in any diverse school setting. This book provides tools and information to improve your leadership, your school, and support for the students you serve.
â" Colt Gill, Deputy Superintendent of Public Instruction and Director, Oregon Department of Education
