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Transformative Leadership: Working for Equity in Diverse Contexts

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Transformative Leadership: Working for Equity in Diverse Contexts

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"In fact, they recognized that too many of these common practices arise from deficit thinking—a belief that children need to be cured rather than a belief that teachers using multiple pedagogical strategies can help all children to attain high standards. Thus, they instituted flexible grouping in which students were regularly tested, grouped, and regrouped for specific tasks. They, too, developed a partner program and trained parent volunteers to meet the most pressing needs (not simply to volunteer in their own child’s classroom). Staff meetings became professional development opportunities, and weekly school wide “community meetings” were instituted to establish a sense of pride and collective school ethos." (Shields, 2010),

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I feel this song speaks volumes to what I do to advocate for the immigrant community and my students that come from mixed status families.

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I feel this song speaks volumes to what I do to advocate for the immigrant community and my students that come from mixed status families.

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The Hamilton Mixtape: Immigrants (We Get The Job Done)

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What Does Racism Have to Do with Leadership?

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What Does Racism Have to Do with Leadership?

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"Leaders should expect to find achievement gaps by race, higher referrals of Black and Latino males to special education, and more inexperienced teachers being assigned to the students who are having the most trouble academically. Those leaders should then use frameworks that explore race and inequities to start to focus on these issues within their buildings. While principals may decide to call in experts at some point, much of the initial work can be (and probably should be) done in teams led by teachers who are committed to tackling these issues."  (Gooden, 2012)

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"Because multicultural curriculum transformation’s educational roots derive from various Ethnic Studies traditions, offering multicultural curriculum transformation seminars to instructional staff provides inclusive educational leaders the specific opportunity to facilitate curricular racial reconstruction- ensuring that the histories, lives, cultures, countries of origins, contributions, and works of people of color throughout human history are integrated or reintegrated into the PreK-12 curriculum in age-appropriate and topic area-specific manners (Banks, 1993)." (Theoharis & Scanlan, 2015)

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"Inclusive educational leaders who understand the value of multicultural curriculum transformation dedicate ample time during the school year for instructional staff to engage in professional development seminars on this topic. They also incentivise staff participation in advanced education by publicly recognizing efforts in this regard, rewarding time spent to develop additional prowess with salary step increases, and providing opportunities for additional learning to be showcased/shared with peers."
(Theoharis & Scanlan, 2015)

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Gooden, M. A. (2012). What Does Racism Have to Do with Leadership? (Winter-Spring ed., Educational Foundations).

Jean-Marie, G., Normore, A., & Brooks, J. (2009). Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order (Vol. 4, Ser. 1). Journal of Research on Leadership Education.

Shields, C. M. (2010). Transformative Leadership: Working for Equity in Diverse Contexts (46th ed., Vol. 4, Educational Administration Quarterly). The University Council for Educational Administration. doi:10.1177/0013161X10375609

Theoharis, G., & Scanlan, M. K. (2015). Leadership for increasingly diverse schools. New York: Routledge.

Inclusive Leadership and Race

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In advocating for underrepresented communities, social justice leaders must also acknowledge the power narratives from those who are directly impacted hold and the privilege that comes with telling those stories of oppression in order to carry the purpose of making change. Additionally, not talking about the deficits communities are faced with and rather turning those into capital as a means to create positive awareness about issues that impact disadvantaged groups is a way for individuals with those experiences to take pride in what they have had to overcome as well as taking it to the next level of justice.

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Navigating Cultural and Linguistic Differences

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Navigating Cultural and Linguistic Differences

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By incorporating multicultural education into any curriculum, educators are sending a positive message to students about compassion, and that they are willing to walk the extra mile to make them feel welcome in the classroom. There will be various ways students in the classroom are exposed to diverse backgrounds, and teachers should strive to want to have students learn from one another's experiences. If I expect my students to respond in a positive manner to differing views and beliefs, I need to be a role model and display characteristics of a culturally responsive teacher.

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Educators have an ethical responsibility to provide education that allows students the ability to transcend the societal and institutional norms/barriers that have been placed upon them relating to race, religion, gender, sex, and the like. While school administrations may not delve into the social topics that affect students in a negative form, teachers must challenge the quo in a constructive way that grants learning opportunities to both colleagues and students alike. It is important to note too that educators should serve as facilitators, providing a forum of expression to students who look to combat issues that have served at roadblocks in their communities and equip them with the tools necessary to be effective social justice leaders.

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Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order

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Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order

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"The renewed call for a new social order suggests that it is incumbent upon leadership preparation programs to teach, model, and cultivate the necessary behaviors, attitudes, and knowledge to help shape the social justice value stances and skills of practicing and future administrators (Marshall, 2004) and for shaping their organizations in ways that are inclusive. " (Brooks, Jean-Marie, Normore, 2009).

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Social Justice Belongs In Our Schools | Sydney Chaffee | TEDxBeaconStreet