Cover image for Culturally responsive school leadership
Title:
Culturally responsive school leadership
Author:
Khalifa, Muhammad A., 1975- author.
ISBN:
9781682532072

9781682532089
Physical Description:
xiii, 217 pages ; 24 cm
Series:
Race and education series

Race and education series.
Contents:
1. Culturally responsive school leadership: historical and community-based epistemologies --2. "If I have to have a police in my school, I don't need to be here": the need for critical self-reflective school leaders -- 3."I can't help them if they're not here": promoting inclusive spaces for minoritized youth --4. "I don't care who you say you are! Can you learn?!": Identity confluence and the humanization of minoritized youth identity --5. Humanizing school communities of practice: culturally responsive leaders in the shaping of curriculum and instruction --6. Promoting anti-oppressive schooling through culturally responsive school leadership: the central role of community.
Abstract:
Culturally 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.--Provided by publisher.
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Summary

Summary

Culturally 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.


Table of Contents

H. Richard Milner IVLisa Delpit
Series Forewordp. vii
Forewordp. xi
Introductionp. 1
1 Culturally Responsive School Leadershipp. 39
Historical and Community-Based Epistemologies
2 "If I Have to Have a Police in My School, I Don't Need to Be Here"p. 59
The Need for Critical Self-Reflective School Leaders
3 "I Can't Help Them if They're Not Here"p. 81
Promoting Inclusive Spaces for Minoritized Youth
4 "I Don't Care Who You Say You Are! Can You Learn?!"p. 109
Identity Confluence and the Humanization of Minoritized Youth Identity
5 Humanizing School Communities of Practicep. 137
Culturally Responsive Leaders in the Shaping of Curriculum and Instruction
6 Promoting Anti-Oppressive Schooling Through Culturally Responsive School Leadershipp. 169
The Central Role of Community
Notesp. 193
Acknowledgmentsp. 205
About the Authorp. 209
Indexp. 211