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.
Rhetoric vs. Reality
There is a yawning gap between the rhetoric and reality of equity initiatives.
Most of the research on what works when attempting to achieve both equity and excellence is accompanied by acknowledgement that this research is not being used or implemented in most schools (Gay, 2010). There is a gap between theory and practice that I have personally witnessed throughout my career in various roles and places. Five examples of equity initiatives over the last 40 years are as follows: (1) integration of multicultural content and culturally relevant/responsive instruction into teaching and learning; (2) incorporating diverse cultural perspectives into educational materials, plans, and decision-making processes; (3) restructuring schools and reducing class sizes as an aid to eliminating achievement disparities; (4) providing ...