Culturally Responsive School LeadershipCulturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation. |
Contents
Series Foreword by H Richard Milner | |
Culturally Responsive School Leadership | |
Historical and CommunityBased Epistemologies | |
If I Have to Have a Police in My School I Dont Need to | |
Promoting Inclusive Spaces for Minoritized Youth | |
Identity Confluence and the Humanization of Minoritized Youth Identity | |
Humanizing School Communities of Practice | |
Promoting AntiOppressive Schooling Through Culturally | |
Acknowledgments | |
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Common terms and phrases
academic identities African American anti-oppressive argue Arjun Appadurai Black community Black students challenge chapter classroom community members community voice community-based epistemologies community-based knowledge contexts contribute critical self-reflection CRSL culturally responsive leadership culturally responsive school curricula curriculum Davistown Detroit develop discuss disengagement district Educational Administration Quarterly engage equity audit equity team example exclusionary practices grade retention hip-hop Hispanic historical humanizing impact Indigenous inequities kids Latinx learning Lisa Delpit marginalized Marwan mentoring minoritized communities minoritized student identities modeling Muhammad Khalifa Native American pedagogy perspectives pushed race racial racism rap sessions reform relationships resist responsive school leaders responsive school leadership role scholars school and community school space school staff schoolcentric self-advocacy settler colonialism social capital Social Justice structures student behaviors student voice students and communities students and families students and parents teaching traditional schools UAHS students UAHS teachers understand Urban School White students