This book describes the struggles in which inclusive-minded
administrators find themselves when they promote equity
initiatives. Administrators routinely struggle when they attempt to
include all members of their school communities - teachers,
students, and parents - in the various aspects of schooling. Given
the presence of a host of obstacles, setting right the injustices
associated with racism, classism, sexism, ableism, homophobia, and
other exclusive practices is not an easy thing to do. Resistance
from colleagues who fail to recognize exclusive practices when they
see them, and from others who do recognize them but see no harm,
too few resources, exclusive policies, personal uncertainties or
insecurities, and conflicted priorities are just a few of the
phenomena that get in the way of these efforts. This book explores
these struggles. It looks at the contexts within which these
encounters occur, the various challenges that inclusive-minded
administrators encounter, and the strategies that they employ to
meet these tests. Employing the results of original empirical
studies, surveys of current research, recent theoretical literature
and personal experiences, this book seeks to provide school leaders
with a sense of what it is like to promote inclusion and equity in
the contemporary neoliberal context. Among other things, it looks
to provide educators of an understanding of the obstacles that
stand in the way of inclusion, the nature of the struggles that
await them, and ideas for what they might do. Among other things,
the book concludes that in relation to the pursuit of inclusion:
(1) exclusion continues to be part of contemporary schools and
communities; (2) struggles for inclusion transcend individual
educators, students and parents; (3) administrators are sometimes
part of the problem of exclusion; (4) administrators struggle with
issues of difference; (5) administrators struggle with
circumstances they inherit, people with whom they work, and with
themselves; and (6) administrators have resources to employ in
their struggles for inclusion.
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