Walking the equity talk: a guide for culturally courageous leadership in school communities
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, California
Corwin Press
2012
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index Erscheint: Juli 2012 |
| Beschreibung: | pages cm |
| ISBN: | 9781412997812 |
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| 245 | 1 | 0 | |a Walking the equity talk |b a guide for culturally courageous leadership in school communities |c John R. Browne |
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Datensatz im Suchindex
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| adam_text | Titel: Walking the equity talk
Autor: Browne, John R
Jahr: 2012
Contents
List of Figures, Charts, and Vignettes xi
Preface xiii
Acknowledgments xviii
About the Author xxi
Introduction to the Guide 1
Why the Culturally Courageous
Leadership Paradigm Is Needed 2
Cultural Hegemony vs. Cultural Democracy 3
Institutional Obstacles 6
Popular Reasons for Major Achievement Disparities 6
Preview of Each Section in the Guide 7
SECTION I: LEADERSHIP FOR EQUITABLE
OUTCOMES—IT TAKES AN ENTIRE COMMUNITY 11
1. Identity, Teaching, and Learning 12
KWL Exercise 12
Influences on Identity Development 12
Student Identity and Achievement 15
Race and Personal Identity 17
The Hidden Curriculum 21
The Role of Culturally Courageous Leaders
in Addressing Identity/Conflict Issues 25
2. The Absence of Cultural Democracy 27
KWL Exercise 27
Cultural Democracy 28
The Dynamics of Difference 29
So What? 31
The Impact of Little Cultural Democracy 32
The Impact of School Organizational Culture 35
The Role of Culturally Courageous Leaders in
Addressing the Absence of Cultural Democracy 42
3. Grim Continuities 44
The Gaps in No Child Left Behind 44
KWL Exercise 46
Four Conditions in School Communities
That May Contribute to Inequitable Student Outcomes 46
Instruction, Hegemony, and Identity 46
Deficiencies in Teacher/Administrator Preparation and
Professional Development Programs 48
Cultural Politics 51
Human Fears 53
The Potential Role of Culturally Courageous
Leaders in Addressing Grim Continuities 5 7
4. Rhetoric vs. Reality 58
KWL Exercise 58
What Is Done Compared
With What Is Needed for Real Equity 60
Ten Observations 62
The Potential Role of Culturally Courageous
Leaders in Reducing Gaps Between Rhetoric and Reality 68
5. Biases 70
KWL Exercise 70
Institutional Biases 70
Curricula and Scheduling 73
Personnel Selection and Professional Development 76
Supervision/Evaluation 80
Student Low Socioeconomic Status 83
Student s Primary Discourse 86
Involvement of Parents and Guardians 88
The Role of Culturally Courageous Leaders Related to
Institutional Biases in School Settings 90
6. Barriers 91
KWL Exercise 91
Some Barriers to Equitable Outcomes 95
Weak Instructional Leadership 95
Insufficient Support for Instructional Staff 95
Teaching Problems 96
Toxic School and School Community Climate 97
Limited Accountability 98
Relationship Between Personal Identities and Barriers 99
Relationship Between Racial/Cultural Conflicts
and Barriers 100
Relationship Between the Lack of Cultural Democracy
and Barriers 101
Relationship of Personal Biases and Norms in School
Settings to Barriers 102
The Role of Culturally Courageous Leaders in
Addressing Barriers to High Achievement 107
SECTION II: CULTURALLY COURAGEOUS LEADERSHIP—
A PARADIGM FOR CONTEMPORARY REALITIES 109
7. A New Paradigm for the 21st Century 110
KWL Exercise 110
Major Actions Needed by Culturally Courageous Leaders 111
The Culturally Courageous Leadership (CCL) Paradigm 116
First Component of CCL: Collaborative Leadership by
All School Community Stakeholders 117
8. Seven Principles 121
KWL Exercise 121
Second Component of CCL: Seven Principles/Characteristics 122
Committed Caregivers 122
Cultural Consumers 123
Consummate Conciliators 124
Conscientious Coaches 125
Courageous Change Masters 127
Community Organizers 128
Communication Gurus 129
9. Transformation and Politics 132
KWL Exercise 132
How Transformation and Politics Go Hand in Hand 132
Third and Fourth Components of CCL: Achieving
Personal and Organizational Transformation by
Adeptly Navigating the Politics of Implementation (POI) 134
First Dimension of POI: Engage in Problem
Definition and Analysis 134
Second Dimension of POI: Be Sensitive to the
Psychology of Equity Transformation 137
Third Dimension of POI: Focus on Standards
Categories Receiving Low Priority 138
Fourth Dimension of POI: Use Personal or Others Observations
Based on Implementation of Equity Initiatives 139
Fifth Dimension of POI: Reduce Some Key Barriers
to Achievement at High Levels by All Students 140
Sixth Dimension of POI: Prevent Equity Hustlers
From Compromising Equity Efforts 146
10. Stakeholder Practices 149
KWL Exercise 149
Examples of CCL Practices by All Stakeholder Groups 150
Major Strands in CCL Practices Across
All Stakeholder Groups 157
11. Promising Departures 159
KWL Exercise 159
Characteristics of Schools That Have Eliminated the Gap 160
Prerequisites 161
Conditions: The 5 As 163
Answers to Questions You Might Want to Ask 177
12. Two Leadership Profiles 179
KWL Exercise 179
Consequences for a Charter School
Committed to the 5 Äs 180
District-Level Actions Helping School
Sites Embrace the 5 A s 183
Similarities and Differences 187
SECTION III: MAKING IT REAL 189
13. Defusing the Political Land Mines 190
KWL Exercise 191
What Is Meant by the Politics of Equity Transformation? 191
How Definitions Apply to the Term
Politics of Implementation 192
Political Savvy 193
Equity Transformation vs. Equity Reform 194
An Attempt at Equity Transformation—
The Mount Vernon School District 195
Factors Contributing to the Politics Associated With the
Equity Transformation Effort 197
Engage in Problem Definition and Analysis 197
Be Sensitive to the Psychology of Equity Transformation 198
Focus on Standards Categories Receiving Low Priority 201
An Attempt at Equity Reform—Pierson Academy for Leadership (PAL) 203
Factors Contributing to the Politics Associated
With the Equity Reform Effort 205
Learn From Observations During Other Equity Initiatives 205
Reduce Some Key Barriers to Achievement at High Levels 209
Prevent Equity Hustlers From Compromising
Equity Efforts 213
What Was Happening in the Vignettes 214
Political Strategy Reminders 215
14. Three Equity Warriors 217
KWL Exercise 217
Leading by Making the Invisible Visible:
Jean Richardson, Principal 218
Demonstrating Leadership by Coaching and Facilitation:
Kathryn Haywood, Principal 226
Mentoring for Social Justice:
Robert Montoya, University Professor 234
Similarities in the Three Equity Warriors 239
15. Practicing the Equity Walk 242
Setting the Stage: Introduction to Two Culturally
Courageous Leadership Diagnostic Questionnaires 242
KWL Exercise 243
Introduction to the Role-Playing Exercise 243
Background Information on the Harbor View
Unified School District 244
Directions for the Role-Play 245
Brief History of Bethune-Chavez High School (BCHS) 247
Salient Facts Related to the Problem at BCHS 247
School Climate and Learning Environment at BCHS 247
Additional Background Information on the Problem at BCHS 248
In-Basket Items of Area Superintendent Related to BCHS 249
Directions for Responding to In-Basket Items and
Sixteen Questions 249
Some Suggested Responses to Each In-Basket Item 255
Questions to Be Considered in Draft Action Plan for
Working With BCHS as the New Area Superintendent 259
How the Sixteen Questions Relate to the
Culturally Courageous Leadership Paradigm 260
16. The Time Is Here, the Time Is Now 269
KWL Exercise 270
Additional Issues You Must Consider 270
Do s and Don ts 277
Debunking Lame Excuses 283
What Next? 285
Appendix 1: Facilitator Notes for Chapters 1 Through 15 287
Appendix 2: Culturally Courageous Leadership
Diagnostic Questionnaire for Individuals 337
Culturally Courageous Leadership Diagnostic Questionnaire:
School Learning Environment 351
References 363
Index 379
|
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| spelling | Browne, John R. Verfasser aut Walking the equity talk a guide for culturally courageous leadership in school communities John R. Browne Thousand Oaks, California Corwin Press 2012 pages cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erscheint: Juli 2012 Educational equalization United States Education and state United States Educational leadership United States Bildungswesen (DE-588)4006681-2 gnd rswk-swf Chancengleichheit (DE-588)4009736-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Bildungswesen (DE-588)4006681-2 s Chancengleichheit (DE-588)4009736-5 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025119100&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Browne, John R. Walking the equity talk a guide for culturally courageous leadership in school communities Educational equalization United States Education and state United States Educational leadership United States Bildungswesen (DE-588)4006681-2 gnd Chancengleichheit (DE-588)4009736-5 gnd |
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| title | Walking the equity talk a guide for culturally courageous leadership in school communities |
| title_auth | Walking the equity talk a guide for culturally courageous leadership in school communities |
| title_exact_search | Walking the equity talk a guide for culturally courageous leadership in school communities |
| title_full | Walking the equity talk a guide for culturally courageous leadership in school communities John R. Browne |
| title_fullStr | Walking the equity talk a guide for culturally courageous leadership in school communities John R. Browne |
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| title_short | Walking the equity talk |
| title_sort | walking the equity talk a guide for culturally courageous leadership in school communities |
| title_sub | a guide for culturally courageous leadership in school communities |
| topic | Educational equalization United States Education and state United States Educational leadership United States Bildungswesen (DE-588)4006681-2 gnd Chancengleichheit (DE-588)4009736-5 gnd |
| topic_facet | Educational equalization United States Education and state United States Educational leadership United States Bildungswesen Chancengleichheit USA |
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