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.

A New Paradigm for the 21st Century
A new paradigm for the 21st century

Only together can we create educational institutions that facilitate all students learning 21st century skills in culturally democratic learning environments.

Culturally courageous leadership (CCL) is already practiced to some extent by a few persons in some school community stakeholder groups. However, the practice of collaborative CCL by all school community stakeholders is a totally new concept. This chapter begins with a review of needed actions, based on what is discussed in Chapters 1 through 6. These needed actions are the basis for the CCL paradigm.

KWL Exercise
  • Even if you cannot personally relate to any of the previously discussed biases and barriers to achievement at high levels, what do you think has been, other ...
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