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This timely and essential book provides a comprehensive guide for
school leaders who desire to engage their school communities in
transformative systemic change. Sharon I. Radd, Gretchen Givens
Generett, Mark Anthony Gooden, and George Theoharis offer five
practices to increase educational equity and eliminate
marginalization based on race, disability, socioeconomics,
language, gender and sexual identity, and religion. For each
dimension of diversity, the authors provide background information
for understanding the current realities in schools and beyond, and
they suggest "disruptive practices" to replace the status quo in
order to achieve full inclusion and educational excellence for
every child.Assuming that leadership to create equity is a unique
practice, the book offers * Clear explanations of foundational
terms and concepts, such as equity, systemic inequity, paradigms
and cognitive dissonance, and privilege; * Specific recommendations
for how to build support and sustainability by engaging colleagues
and other stakeholders in constructive dialogues with multiple
perspectives; * Detailed descriptions of routines and roles for
building effective equity-leadership teams; * Guidelines and tools
for performing an equity audit, including environmental scans; * A
change framework to skillfully transform your system; and *
Reflection activities for self-discovery, understanding, and
personal and professional growth. A call to action that is both
passionate and practical, Five Practices for Equity-Focused School
Leadership is an indispensable roadmap for educators undertaking
the journey toward an education system that acknowledges and
advances the worth and potential of all students.
In this book, we examine tenets of the American Dream as a merit
narrative enacted in schools to better understand how beliefs about
talent, hard work, and perseverance support the status quo rather
than critical analysis of barriers to educational success for
students of color and students from a poverty context. Using
narrative methodologies, the authors explore the connections and
consistencies within and between their personal narratives and the
narratives of school youth and educators that work with them. Based
on analysis of these shared stories, we argue for the importance of
moving from individualized success stories that reify hard work and
perseverance to collective, communal stories that serve to break
down myths of meritocracy, critically examine inequities, and move
educational advocates forward in authentic, audacious, hopeful
ways.
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