Good intentions are not enough—create a bold new leadership paradigm to achieve equity in opportunities and outcomes!

If you're serious about providing a level playing field for all, it is time to do more than identify and lament the reasons for educational disparities and why they persist. John Robert Browne II shows how Culturally Courageous Leadership by all school community stakeholders can help you achieve equitable learning opportunities and outcomes for all students. This practical guide:

Shows how to develop realistic, data-based plans for putting equity initiatives into action; Helps district and school administrators work with teacher, parent, student, and community leaders to advance equity and excellence; Provides concrete examples of what it takes to empower staff and stakeholders through collaborative leadership; Offers tips on how to navigate the politics when addressing the interface between identity, race, culture, poverty, primary language, and achievement

School-based examples, role-play activities, profiles of educators exemplifying leadership for equity, “make it personal” questions, facilitator notes, and diagnostic assessments are provided so you can engage your entire school or district community in equity transformation. If you are ready to take on the challenge of becoming an “equity warrior,” then Walking the Equity Talk will show you the path forward.

Culturally Courageous Leadership: A Paradigm for Contemporary Realities

Culturally Courageous Leadership: A Paradigm for Contemporary Realities
Culturally courageous leadership: A paradigm for contemporary realities

Keep the following questions in mind as you read Section II:

  • What is different about the culturally courageous leadership (CCL) paradigm when compared with other ways of thinking about the purpose, values, and essential elements associated with providing leadership for equity?
  • How can the CCL paradigm address contemporary realities in your school or district differently than how they have been addressed thus far?
  • What are the specific roadblocks or “landmines” in your school or district that might make it difficult for the CCL paradigm to be embraced?
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