Summary
Contents
Subject index
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.
The Time is Here, the Time is Now
The Time is Here, the Time is Now
If not us, then who? If not now, then when?
Despite reform after reform, voluminous research studies, court decisions, legislative mandates, major funding allocations, and civil rights movements, social justice in the schools of the United States is still beyond reach for millions of people. As a national society, the United States continues to find many excuses for why there have been less than comprehensive efforts to address educational inequities. This guide makes the case that our present status in the area of educational equity is largely a function of a lack of will, a lack of skill, and more specifically, a lack of culturally courageous leadership (CCL) by all school ...
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