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.
There are qualitative differences in both the self-identity of school communities that have sustained an elimination of achievement disparities and in the degree to which they “walk the equity talk.”
A growing number of schools that serve historically underserved students in the United States provide all of them with educational experiences that reflect both equity and excellence in educational practices and outcomes. In these schools, there are some promising departures from the grim continuities discussed in Chapter 3 of this guide. This chapter details the findings of Joseph F. Johnson (2007, 2010) and Karin Chenoweth (2007) about schools that are “getting it done,” and how such educational results are achieved. To some extent, the achieving schools they discuss are implementing the culturally courageous ...