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* Addresses a growing interest in understanding the unique
epistemological perspectives of historically silenced groups and
how those perspectives might both challenge hegemonic norms and
expand opportunities for belongingness. * Contributors include the
leading foundational and contemporary voices on the positionality
and contributions of Black women in U.S. higher education *
Emphasizes Black female agency as the authors propose equity-based
policies and practices that facilitate inclusion
* Addresses a growing interest in understanding the unique
epistemological perspectives of historically silenced groups and
how those perspectives might both challenge hegemonic norms and
expand opportunities for belongingness. * Contributors include the
leading foundational and contemporary voices on the positionality
and contributions of Black women in U.S. higher education *
Emphasizes Black female agency as the authors propose equity-based
policies and practices that facilitate inclusion
In this comprehensive volume, research-based chapters examine the
experiences that have shaped college life for Black undergraduate
women, and invite readers to grapple with the current myths and
definitions that are shaping the discourses surrounding them.
Chapter authors ask valuable questions that are critical for
advancing the participation and success of Black women in higher
education settings and also provide actionable recommendations to
enhance their educational success. Perspectives about Black
undergraduate women from various facets of the higher education
spectrum are included, sharing their experiences in academic and
social settings, issues of identity, intersectionality, and the
services and support systems that contribute to their success in
college, and beyond. Presenting comprehensive, theoretically
grounded, and thought-provoking scholarship, Critical Perspectives
on Black Women and College Success is a definitive resource for
scholarship and research on Black undergraduate women.
In this comprehensive volume, research-based chapters examine the
experiences that have shaped college life for Black undergraduate
women, and invite readers to grapple with the current myths and
definitions that are shaping the discourses surrounding them.
Chapter authors ask valuable questions that are critical for
advancing the participation and success of Black women in higher
education settings and also provide actionable recommendations to
enhance their educational success. Perspectives about Black
undergraduate women from various facets of the higher education
spectrum are included, sharing their experiences in academic and
social settings, issues of identity, intersectionality, and the
services and support systems that contribute to their success in
college, and beyond. Presenting comprehensive, theoretically
grounded, and thought-provoking scholarship, Critical Perspectives
on Black Women and College Success is a definitive resource for
scholarship and research on Black undergraduate women.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that educational leaders understand how critical race
theory and praxis can assist them in utilizing their agency and
roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though
educational leaders and leadership programs have been all but
absent in this process, given their influence and power,
educational leaders need to be engaged in this endeavor. The
objective of this edited volume is to draw upon critical race
counter-stories and praxis for the purpose of providing leaders in
training and practicing K-12 leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within K-12 schooling. An additional aim of
this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in K-12 schooling. Through the use of
critical race methodology and counter-storytelling (Solorzano &
Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future educational leaders
insight in recognizing how racism functions within institutions and
how they can address it. The intended goal of this edited volume is
to translate critical race theory into practice while emphasizing
the need for educational leaders to develop a critical race praxis
and anti-racist approach to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that educational leaders understand how critical race
theory and praxis can assist them in utilizing their agency and
roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though
educational leaders and leadership programs have been all but
absent in this process, given their influence and power,
educational leaders need to be engaged in this endeavor. The
objective of this edited volume is to draw upon critical race
counter-stories and praxis for the purpose of providing leaders in
training and practicing K-12 leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within K-12 schooling. An additional aim of
this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in K-12 schooling. Through the use of
critical race methodology and counter-storytelling (Solorzano &
Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future educational leaders
insight in recognizing how racism functions within institutions and
how they can address it. The intended goal of this edited volume is
to translate critical race theory into practice while emphasizing
the need for educational leaders to develop a critical race praxis
and anti-racist approach to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that higher education leaders understand how critical
race theory and praxis can assist them in utilizing their agency
and roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though higher
education leaders and leadership programs are often absent in this
process, given their influence and power, higher education leaders
need to be engaged in this endeavor. The objective of this edited
volume is to draw upon critical race counter-stories and praxis for
the purpose of providing higher education leaders-in-training and
practicing higher education leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within higher education. An additional aim
of this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in higher education. Through the use
of critical race methodology and counter-storytelling (Solorzano
& Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future higher education
leaders insight in recognizing how racism functions within their
respective institutions, and how they can address it. The intended
goal of this edited volume is to translate critical race theory
into practice while emphasizing the need for higher education
leaders to develop a critical race praxis and anti-racist approach
to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that higher education leaders understand how critical
race theory and praxis can assist them in utilizing their agency
and roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though higher
education leaders and leadership programs are often absent in this
process, given their influence and power, higher education leaders
need to be engaged in this endeavor. The objective of this edited
volume is to draw upon critical race counter-stories and praxis for
the purpose of providing higher education leaders-in-training and
practicing higher education leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within higher education. An additional aim
of this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in higher education. Through the use
of critical race methodology and counter-storytelling (Solorzano
& Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future higher education
leaders insight in recognizing how racism functions within their
respective institutions, and how they can address it. The intended
goal of this edited volume is to translate critical race theory
into practice while emphasizing the need for higher education
leaders to develop a critical race praxis and anti-racist approach
to leadership.
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