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.

Defusing the Political Land Mines
Defusing the political land mines

Transcending personal and institutional norms that contribute to inequitable educational outcomes requires crafting, participating in, and sustaining a new political and social order.

Pursuing equity transformation at a personal and organizational level in schools includes dealing with tenacious overt and covert resistance, some of which is based on conscious or unconscious fears. The resistance to both levels of change may come from various individual stakeholders who deny they are biased or racist, but passively participate in the ideology of White dominance as discussed in Chapter 1. They may also defend some treasured organizational norms and policies that are identified by equity proponents as a primary cause of inequitable educational outcomes, such as how students may be assigned ...

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