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.

Biases
Biases

The history of public school equity initiatives in the United States is in large measure the history of race relations and social justice efforts in the larger society throughout the United States.

The biases discussed in this chapter are closely intertwined with the grim continuities and 10 observations already discussed. All of these conditions were either experienced as a participant observer or based on my direct work in a variety of roles to assist elimination of the obstacles to cultural democracy and improved student achievement in districts, schools, and classrooms. During this time I worked collaboratively with instructional staff and administrators to create and implement plans, programs, and capacity-building experiences that would positively impact educational outcomes of historically underserved youth.

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