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Emotional l safety for Risk-taking: curriculum, Pedagogy, Assessment <--> Critical Consciousness, Knowledge, Skills

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Eight teaching strategies to raise student consciousness including (1) cultural autobiographies;
(2) life histories by interviewing someone older than 65 and who attended school in the USA
(3) prejudice reduction workshops;
(4) reflective analysis journals that professors respond to and ask critical questions
and students analyze;
(5) rational discourse using critical incidents, controversial readings, structured
group activities;
(6) cross cultural interviews;
(7) educational plunges; and
(8) diversity panels.

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How we can write a literature review based on Justice and equity

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How we can write a literature review based on Justice and equity

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Horizontal dimension ("what school leaders must believe, know, and do to lead socially just schools that we refer to as critical consciousness, knowledge, and skills") vs vertical dimension (essential components of a preparation program related to social justice - curriculum, pedagogy, and assessment)

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How can we ensure equity as leaders when we encounter resistance

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How can we ensure equity as leaders when we encounter resistance

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What does it look like to measure socially just leadership? 

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What does it look like to measure socially just leadership? 

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Does the leadership preparation program limit the participants experiences with a variety of difference? 

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Does the leadership preparation program limit the participants experiences with a variety of difference? 

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How can one create methods of measuring consciousness that maintain a trauma informed lens?

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The intersections of curriculum, pedagogy and assessment with critical consciousness are critical places for leaders to be educated in if they are to be prepared for social justice

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The intersections of curriculum, pedagogy and assessment with critical consciousness are critical places for leaders to be educated in if they are to be prepared for social justice

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What if there are no "monsters" in our schools/systems? What if "we" are the "they?" What/who are we afraid of?

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We need more research assessing leadership preparation programs, their content, delivery, and outcomes.

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We need more research assessing leadership preparation programs, their content, delivery, and outcomes.

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(Application)

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Key point: YPAR "positions youth as agents of inquiry and as 'experts' about their own lives."

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If schools are "typically" structured to perpetuate power inequities, what should the structure of the school of the now/future look like?

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"School leaders for social justice need to know about evidence-based practices that can create an equitable school"...... Is this something we can "know?

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"School leaders for social justice need to know about evidence-based practices that can create an equitable school"...... Is this something we can "know?

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How do we prepare leaders for social justice with propositions such as anti-racist courses when some educators are uninformed and resist any kind of equity work?

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What are key values and beliefs that foster the embodiment of social justice consciousness? Are these values and beliefs reflective of the communities they belong to?

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How to model "pedagogical strategies" as a researcher

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As scholars, we need to model expectations for leaders regarding social justice. 

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As scholars, we need to model expectations for leaders regarding social justice. 

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(Application)

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Application: Evaluate the outcomes of research on leadership preparation programs for evidence of the disruption of inequitable systems 

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Application: Evaluate the outcomes of research on leadership preparation programs for evidence of the disruption of inequitable systems 