This informative and practical book helps leaders develop adaptive leadership mindsets and skills to address the myriad intersecting challenges shaping today’s workplace. Through the Flux 5 framework, organizational culture and systems experts Sharon Ravitch and Liza Herzog help leaders, teams, and organizations create the organizational conditions to drive and enact adaptive change. At a time of unprecedented workplace flux, leader roles are constantly being redefined, requiring more finely attuned leader mindsets, frames for leadership, and skillsets for moving the dial on individual and organizational sense-making for cultural and institutional excellence. Based on five mindsets – Inquiry Mindset, Humanizing Mindset, Systems Mindset, Entrepreneurial Mindset, and Equity Mindset – the Flux 5 framework teaches leaders to drive adaptive change as a tool of professional and organizational development. Using embedded leader learning activations and organizational practices, the book guides leaders to develop each mindset as they read. The book encourages leaders (and their organizations in diffusion effect) to cultivate a visionary and resonant leadership approach at the intersection of crisis leadership, professional and human development, systems thinking, entrepreneurial leadership, and organizational equity frameworks. Succinct, accessible, pragmatic, and inspiring, this useful guide will grab the interest of leaders, teams, and organizations across sectors, organizational types, and business contexts, and engage professors, students, and practitioners of leadership, management, organizational psychology, and organizational development.

This informative and practical book helps leaders develop adaptive leadership mindsets and skills to address the myriad intersecting challenges shaping today’s workplace. Through the Flux 5 framework, organizational culture and systems experts Sharon Ravitch and Liza Herzog help leaders, teams, and organizations create the organizational conditions to drive and enact adaptive change. At a time of unprecedented workplace flux, leader roles are constantly being redefined, requiring more finely attuned leader mindsets, frames for leadership, and skillsets for moving the dial on individual and organizational sense-making for cultural and institutional excellence. Based on five mindsets – Inquiry Mindset, Humanizing Mindset, Systems Mindset, Entrepreneurial Mindset, and Equity Mindset – the Flux 5 framework teaches leaders to drive adaptive change as a tool of professional and organizational development. Using embedded leader learning activations and organizational practices, the book guides leaders to develop each mindset as they read. The book encourages leaders (and their organizations in diffusion effect) to cultivate a visionary and resonant leadership approach at the intersection of crisis leadership, professional and human development, systems thinking, entrepreneurial leadership, and organizational equity frameworks. Succinct, accessible, pragmatic, and inspiring, this useful guide will grab the interest of leaders, teams, and organizations across sectors, organizational types, and business contexts, and engage professors, students, and practitioners of leadership, management, organizational psychology, and organizational development.

The gaze of educational researchers has traditionally been turned "down" toward the experiences of communities deemed at-risk, presumably with the purpose of improving their plight. Indeed, theorizing about the relationship between education, culture, and society has typically emerged from the study of poor and marginalized groups in public schools. Seldom have educational researchers considered class privilege and educational advantage in their attempts at understanding inequality and fomenting social justice. This collection of groundbreaking studies breaks with this tradition by shifting the gaze of inquiry "up," toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources. This edited volume brings together established and emerging scholars in education and the social sciences working critically to interrogate a diversity of educational environments serving the interests of influential groups both within and beyond schools. The authors investigate the power relations that underlie various contexts of class privilege. They shed light into the ways in which the success of a few relates to the failure of many.

Educational leaders confront instances of inequity every day, whether they are aware of it or not. Many find themselves inadequately reacting to such issues due in part to traditional preparation programs that fail to interrogate the existence and impact of systems of oppression. Why is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more by offering unique leadership frameworks that integrate critical theories for social change with everyday practice. By bringing together diverse researchers, practitioners, and policymakers who are often pushed to the margins, this volume will help today's leaders see with new eyes and gain the critical tools, language, and concepts for equity leadership. The text is organized into four sections: Transforming Self, Transforming Educators, Transforming Organizations, and Transforming Systems. Book Features: Interrupts prevailing practices and advocates for a more inclusive, intersectional vision of leaders and the field of educational leadership. Specific and useful frames, concepts, and practices that leaders can adapt to their own context. Authors that reflect diverse perspectives with wide-ranging identities who intentionally push back against the White male-dominated discourse. A practitioner-friendly format that includes glossaries of terms and resources. Insights that reflect the worldwide pandemic crises of 2020.

The gaze of educational researchers has traditionally been turned 'down' toward the experiences of communities deemed at-risk, presumably with the purpose of improving their plight. Indeed, theorizing about the relationship between education, culture, and society has typically emerged from the study of poor and marginalized groups in public schools. Seldom have educational researchers considered class privilege and educational advantage in their attempts at understanding inequality and fomenting social justice. This collection of groundbreaking studies breaks with this tradition by shifting the gaze of inquiry 'up, ' toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources. This edited volume brings together established and emerging scholars in education and the social sciences working critically to interrogate a diversity of educational environments serving the interests of influential groups both within and beyond schools. The authors investigate the power relations that underlie various contexts of class privilege. They shed light into the ways in which the success of a few relates to the failure of many.