As Dominant Western Worldviews (DWWs) proliferate through ongoing structures of globalization, neoliberalism, extractive capitalism, and colonialism, they inevitably marginalize those deemed as 'Other' (Indigenous, Black, Minority Ethnic, non-Western communities and non-human 'Others', including animals, plants, technologies, and energies). Environmental Education (EE) is well-positioned to trouble and minimize the harmful human impacts on social and ecological systems, yet the field is susceptible to how DWWs constrain and discipline what counts as viable knowledge, with a consequence of this being the loss of situated knowledges. To understand the relationships between DWW and situated knowledges and to thread an assemblage of ontological views that exist in unique contexts and nations, authors in this book take up decolonizing methodologies that expand across theories of Indigenous Knowledges (IK), Traditional Ecological Knowledges (TEK), two-eyed seeing, hybridity, and posthumanism. As EE opens to emplaced and situated socio-cultural and material stories, it opens to opportunities to attend more meaningfully to planetary social and ecological crisis narratives through contingent, contextualised, and relevant actions.

This edited volume expands on the existent research on anti-racist educational leadership by identifying what type of capacity building is needed for school administrators to facilitate anti-racist change in their schools. Racial inequities in education persist in part because the solutions that districts and schools choose to employ largely ignore why and how institutional and structural racism is the root cause of inequities in education. Yet, racial inequities in schooling can be redressed if districts and schools have leaders who are deeply committed to combatting racism in their daily practice and structures of schooling. This book underscores why we need more educational leaders who adopt an anti-racist stance in how they lead and are prepared to work toward racial justice and equity in a society so entrenched in racism. Through diverse perspectives and voices, including scholars in the field of educational leadership, sociologists of education, school and district administrators, and grassroots community members and activist groups, this book addresses issues related to anti-racist educational leadership at various levels.

Because everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points-judicial, legislative, and regulatory-on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach-from the statehouse to the classroom-for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other.